DOCTOR OF EDUCATION (EdD)

MAY/ 2019

COURSE CODE: HPEF7053

COURSE: QUALITATIVE RESEARCH METHOD

(ASSIGNMENT 2)

PREPARED FOR: DR STANLEY ANAK ABANG

A QUALITATIVE CASE STUDY TO UNDERSTAND BLOG USAGE IN TEACHING

AND LEARNING AT INSTITUT PENDIDIKAN GURU KAMPUS TUN ABDUL
RAZAK, KOTA SAMARAHAN, SARAWAK.

NAME : FLORINA ANAK SIGAY

NO. MATRIKULASI : CGS01912631
NO. KAD PENGENALAN : 740206135108
NO. TELEFON : 011-14090805
E-MEL : 740206135108@oum.edu.my
PUSAT PEMBELAJARAN : KUCHING LEARNING CENTRE

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Contents
1.0 Introduction and Purpose.......................................................................................................... 2

1.1 Introduction.....................................................................................................................................2

1.2 Statement of problem.......................................................................................................................4

1.3 Research Objectives........................................................................................................................5

1.4 Research Questions.........................................................................................................................6

1.5 Significance of the study.................................................................................................................6

2.0 Review of Related Literature...................................................................................................... 7

2.1 The Benefits of Blog........................................................................................................................7

2.2 Design Characteristics of Blog.......................................................................................................9

2.3 Blog from Lecturer and Students’ Perspective................................................................................9

2.4 Blog from Educators’s Perspective...............................................................................................10

2.5 The problems in the use of Blog....................................................................................................11

2.6 Theories.........................................................................................................................................12
Cognitive Evaluation Theory (CET)...............................................................................................12
Theory of Reasoned Action.............................................................................................................12
Theory of Planned Behaviour.........................................................................................................13
Theory of Connectivism..................................................................................................................14

2.7 Beyond what is already known................................................................................................14-15

3.0 Methods.................................................................................................................................. 16

3.1 Research Design......................................................................................................................16-17

3.2 Population and Sample.................................................................................................................18

3.3 Instrumentation.............................................................................................................................18
Data Collection Technique..............................................................................................................18
Data Collection Procedure.............................................................................................................19
Method of Data Analysis.................................................................................................................20
Integrity of Data..............................................................................................................................20

4.0 Findings, Discussion and Conclusion......................................................................................... 21

4.1 Findings...................................................................................................................................21-26

4.2 Discussion................................................................................................................................26-30

4.3 Conclusion...............................................................................................................................30-31

References................................................................................................................................ 32-33

APPENDICES........................................................................................................................................34-91

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1.0 Introduction and Purpose

1.1 Introduction

The Blog is one of the tools in Web 2.0, the blog has been widely used in education
especially in the Current Trends in Higher Education. Based on ten articles from different
countries and different reviews of readings and Interviews with several lecturers and students of
the Institut Pendidikan Guru Kampus Tun Abdul Razak (IPGKTAR), Kota Samarahan, Sarawak.
This Case Study will provide an overview of the results of the interviews and findings of the
researchers on understanding the usage of blogs in teaching and learning, the advantages, and
disadvantages of using blogs in education and recommendations to improve the quality of blog
use in education.
The blog usages in education are to assist students communicate online with teachers or
peers. In IPGKTAR, Lecturers and Trainees can use blogs as a medium for learning especially in
how to find or share information with other users and their own different blogs. The purpose of
this study was to investigate the frequencies of blog usage among the Lecturers and Trainees of
the IPGKTAR and also to motivate educators and teachers to use the blog as one of the tools to
achieve the goals and objectives of the education of aspiring educators in lifelong education. In
addition, this study also intends to investigate the factors of blog usage from three aspects, namely
technology development, social influence and information sharing. The study also reviewed the
problems faced by students when they use blogs.
Blog stands for “weblogs” is an online chronology of a collection of reviews and links
(Wang, 2008). Blogging is one of the few applications of the Web 2.0 family of the second
generation of the web. Mohamed Amin (2011) states that the blog is a personal diary, a
collaborative space, the latest news channel and a collection of links to individual personal
memoirs for public viewing, which is directly related to its use in the IPGKTAR. Generally, a
blog is a website that allows individuals to post regularly, visitors can read recent posts, comment
on entries, link to them or send us emails. In this regard, blogging education is used to meet the
various communication needs to support e-learning practices in support of the Ministry of
Education Malaysia's 21st-century learning intentions.
In line with the continuous advances in Information and Communication Technology
(ICT), the quality of education has improved and created a substantive gap between conventional
approaches and teaching and learning to use technologies such as blogs (Browers, 2011). In
addition to being used to achieve learning outcomes, the blog is also a new internet tool and

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technology that enables users to go beyond being passive recipients of information but to be more
actives and connected in the process of receiving, processing and evaluating such information.
The use of blogs is also an appropriate option for communicating and building virtual
communities with a particular interest (Agarwal et. al. 2012) and this is seen as an interactive
platform. This is also in line with Sun (2012) 's view of blogging as a constructive learning tool,
which promises an active, interactive, and interactive online forum. Kun Li et. al. (2013) agree
with this view as the interactive blog affects the reflective and critical thinking of students,
especially IPGKTAR Trainees of different fields of study and intake.
Through the use of blogs in education among lecturers and teacher trainees in IPGKTAR
will also promote self-directed learning (Beale, 2007), helping trainees to learn and develop their
learning skills faster compared to traditional approaches in the classroom (Wang & Hsua, 2008;
Zawlinski, 2009). This makes the teacher's trainee more self-motivated, motivated to learn
collaboratively, independent thinker and independent of the lecturer when blogs are integrated
into the classroom (Supyan et. al. 2016). In fact, according to Strampel & Oliver (2008) students
will be able to think and evaluate their learning outcomes as they engage in discussions about
their opinions on writing in the blogging community.
Some methods used by lecturers in integrating blogs in education include using the blog as
a professional teacher platform, communication medium between lecturers and teacher’s trainee,
e-Portfolio, a platform for classroom operations and management, and also as a way to integrate
courses (Chen, 2006 & Su, 2008). According to Yang (2009), the blog is also used as a good tool
to document the learning and development process of future teachers as it provides an opportunity
to revisit their writing.
The results of the literature also reveal many advantages when blogs are used as tools in
education. Among this is the use of blogs that enhance students' writing skills (Hall & Davidson)
and students' reading (Kennedy, 2003; Richardson, 2003; Kajder & Bull, 2004). This finding is
also in line with the findings of other researchers who identified many advantages of blogging as
educational exercises such as developing their writing skills in English (Armstrong & Retterer
(2008), Bloch (2007), Noytim (2010) & Sun (2009). , the use of blogs can enhance the skills of
sharing and socializing trainees (Gedera, 2012), developing a positive attitude toward learning
and motivation to communicate and share ideas with classmates (Dujsik & Cai 2011; Gedera
2012) and use a variety of language patterns (Nadzrah, 2009), nurturing reflective and
metacognitive trainees' abilities (Seitzinger, 2006) and fostering community character (Halic
et.al., 2010).
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 Through the use of blogs in education have also been able to encourage the active
participation of trainees in planned activities as stated by Wang (2009) finding that blogs provide
trainees with the opportunity to actively learn, express and disseminate their ideas, opinions, and
feelings. Besides, it is possible to foster group work and learners can learn to formulate their ideas
and ideas more effectively through group discussion (Liaw et. al. 2008).

1.2 Statement of Problem

The 21st-century learners are the learners of the digital age which is also known as the
information age. From the 1970s with the introduction of personal computers, and the subsequent
technologies that followed, so people can share and obtain information quickly and freely. At one
click, information can be manipulated in many ways that will either give benefit or drawback to
the institution. This is the question that I want to explore in this study whether the use of blogs in
higher learning education is a boon or a bane. Is it effective in helping students in their higher
learning? Do our students ready to move on to the next level in education without the presence of
a tutor or a lecturer? As stated in the Malaysian Higher Learning Education Framework 4.0, there
are four universities models which include massive open online courses (MOOCs), and nano
certification where the learners learn at their own pace and at their own time to acquire the
selected skills without having to go to traditional brick, and mortar university.
In Sarawak alone, there are about 43 public and private higher learning institutions. Free
WiFi or free tabs can be seen as parts of enrollment offer to attract more students to some
institutions. They see and understand that technological devices and such are parts of students’
daily lives and crucial in higher learning education. Open University Malaysia (OUM) for
example, has its MyInspire which provides students with not the only online forum and discussion
with tutors but also abundant resources shared by tutors, and other online services which such as
account statement and online registration, And so as IPGKTAR too. This provides convenience to
both institutions and students. Public universities and colleges like University Malaysia Sarawak
(UNIMAS) and Universiti Teknologi Mara (UiTM) also have their portals such as UNIMAS
eLEAP and iStudent. This is certainly a paradigm shift to higher learning in the direction that
navigates education to the needs of the 21st century.

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 Based on the existing problems of teaching and learning traditionally, the
researcher wants to conduct a study on the frequency of blog use among some Lecturer
and Trainees at IPGKTAR. According to a survey conducted by the Pew Internet and
American Life Project, blog readership increased by 58% in 2004 (L. Rainie, 2005). The
number of blogs in the United States has also increased from 29,500 in 2000 to 5,340,000
in2005(Perseus,2005). According to the theory of reasoned action introduced by J.K.
Liker, A.A. According to Sindi (1997), the factor that drives students to use blogs is due
to the technological developmental factors that make blogs easy to use.
While blog use factor due to information sharing accounted for 78% of the
variance (Chin-Lung Hsu, 2007). Of the 212 respondents comprising students at
Soochow University, Taipei, Taiwan, surveyed showed that 86% of people wanted to use
the blog (Judy Chuan-Chuan Lin, 2007). Therefore, the researcher wants to study the
factors of blog use in three main areas: technological development, social influence and
the sharing of information or knowledge with Teachers Trainee at IPGKTAR. The
purpose of this study is to identify the problems faced by Lecturers and Teachers Trainee
when using the blog so that traditional customization of the education system can be
implemented.

1.3 Research Objectives

The purpose of this study is to investigate the effectiveness, issues, and problems
from Lecturer and Teachers Trainee perspectives on the usage of Blog in the Institut
Pendidikan Guru Kampus Tun Abdul Razak (IPGKTAR), Kota Samarahan, Sarawak. It
will examine Lecturers and Teachers Trainee motivations and experiences in Teaching
and Learning. It will also evaluate the shortcomings to be overcome in enhancing
Lecturer and Teachers Trainee’ learning experience on teaching and learning too.
Specifically, the study is conducted to investigate the readiness to fulfill the
following objectives:
1. To investigate Lecturer and Teachers Trainee experiences using Blog in teaching
and learning.
2. To investigate if Blog improves learning at a higher learning level.
3. To identify issues in the use of Blog in teaching and learning.

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1.4 Research Questions

1. How do students view Blog?

2. How does Blog implemented in teaching and learning at IPGKTAR?
3. What are the issues of Blog in teaching and Learning at IPGKTAR?

1.5 Significance of Study

Substantial findings will provide some guidance so those essential elements can to
be incorporated in the usage of Blog in teaching and learning at IPGKTAR to maximize
its effectiveness to both Teachers Trainees and lecturers. The study will also provide
some feedback concerning the effectiveness (i.e. strengths and weaknesses) of Blog at
this level. Therefore, this study will also help to perceive more effective ways for
Lecturers and Teachers Trainees of IPGKTAR to manipulate the use of Blog to advocate
self-directed and reflective learning in this globalized world of knowledge. Particularly in
Sarawak, there are very limited studies done to evaluate the usage of Blog in higher
learning institutions. This study can be used as a platform for further studies on this
matter.

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2.0 Review of Related Literature

Life at this age represents a huge and abrupt change in the world of sophisticated
technology. The speed of interacting and communicating has changed and now can
communicate with anyone using technology. various platforms for people to share their
ideas, knowledge, and ideas with friends. As technology continues to be a part of our
daily lives, it is also important for students to become more proficient in their ICT skills.
Technology standards have been developed, and as an educator, we face the task of
incorporating the use of valuable technology in teaching and learning. In this chapter, I
review the research on blogging in teaching and learning the classrooms.
With the acceleration in information dissemination, as technology accelerates the
dissemination of information technology, the delivery of technology is so efficient that it
can have a huge impact on society. Blogging is a revolution in the dissemination of
information, especially in the field of education. In keeping with the movement of time,
the blog has greatly contributed to the development of the human mind in the global
education perspective. Khalili and Shashoani (1994) and Moore, and Kearsley (1996)
show that the use of technology in the teaching, and learning process can enhance
learning outcomes. Bower (1998) further emphasizes that technology-based teaching is
more interactive and needs to be continually improved. The use of technology in
education provides a means by emphasizing the creation and exploration of knowledge
and making students more creative and innovative.

2.1 The Benefits of Blog

Based on the synthesis of 10 journal articles related to the use of blogs in

education, the findings of the studies that have been conducted show that the advantages
of using blogs in education apply to certain aspects, and not to the whole. Among these
are aspects of attitude that foster students' positive attitude towards learning, especially
collaborative learning (Shi et. al. 2013). Students' positive attitude towards learning will
enable them to learn something more effectively and become more mature in their
learning. This statement is also consistent with findings by Said (2016) who found that
blog use can improve their reading skills through the use of blogging as a self-study tool.
The study conducted by Supyan et. al. (2016) also found that the participants of their

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study were positive towards using the blog and benefiting the students. Among the
benefits that students have gained from their research are improving students' writing
skills, understanding students' learning, improving student digital literacy, and supporting
classroom teaching methodologies.
According to Shi et.al. (2013) also found that student feedback after using the
blog in Life Education learning has changed where the majority of students stated that
they enjoy it when blogs are used in their learning by teaching teachers. This view, when
viewed from an educational perspective that helps educators to achieve their learning
objectives. This statement is in line with the findings of Susan & Nadiela (2016) which
found that study participants viewed the blog as a tool that could achieve a variety of
learning goals. However, this finding is not in line with a study conducted by Kun Li
et.al., (2013) who found that study participant was not interested in blog content and
feedback given to their friends only as a mandatory course assignment and not something
they are interested in or want to do.
Besides, a study conducted by Mehmet et.al., (2014) who wanted to further
examine pre-service teachers' perceptions of blog integration in projects to increase
opportunities and technological advances received positive feedback from participants.
The findings show that using a blog can contribute to increased knowledge and
motivation for the courses taken, encourage active participation among participants, be
useful in improving writing skills, and be efficient in group work.
This finding is also in line with a study conducted by Muge (2016) who found
that blogs help students interact with other students effectively and enjoy using them in
oral communication classes. A study by Muge (2016) also showed positive signs of how
do blog use can encourage interaction among students. Among them is the integration of
blogs used to enhance interactive discussions between friends and foster collaborative
learning. This also contributes to the positive impact of blog use in education especially
in teaching the language of the students and can increase their motivation. Also, the use
of blogs helps students reflect on what they are learning.
The findings of the Sithaletchemy et.al., (2012) study found that blog use has
encouraged students to reflect on their comfort with blogging. The findings also show
that reading their friends' posts and reflections through blogs also help students to reflect

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on their own. Students also think of blogs as a space to express themselves freely and
without shame.

2.2 Design Characteristics of Blog

There are two main characteristics of Blog design; system-related and information
related (Mueller & Strohmeier, 2010). According to them, system-related should be
reliable, secure, learning-process-supportive, interactive, appealing, transparent,
structured, standard-supportive, accessible, and platform-independent; while information-
related is understandable, consistent, credible, challenging, multimodal, and enjoyable.

2.3 Blog from Lecturers’ and Teacher’s Trainees’ Perspective

In reporting students’ experience of e-learning in higher education, Sharpe &

Benfield (2005) stated that there are a few aspects frequently reported of the students’
experience. According to them, positive findings in terms of accessing course
information, administration, and support in enhancing student’s experience, however,
flexibility in time and pace of study are a primary concern because students must adapt
and reconstruct their approaches to time management.
O’Regan reported that most students experienced frustration from the usage of
Blog as they try to navigate resources, going through online discussions, and from the
outdated materials thus resulting in withdrawal or failure (as cited in Sharpe & Benfield,
2005). Sharpe & Benfield (2005) continued reporting that students who are lack of ICT
skills will find it difficult to learn online and similarly Cramphorn stated that ‘the danger
is that as e-learning courses develop away from baseline course information and more
towards social constructivism and collaboration in their underlying pedagogies, students
will be expected to work publicly to a greater degree’ (as cited in Sharpe & Benfield,
2005).
Finally, students gave mixed reactions to the changing pedagogy. Some students
find it difficult to discuss online because it would be posted for many to see and being
conscious of errors and mistakes, they find virtual classrooms as challenging while some
students appreciated online responses and did not mind contributing online (Sharpe &
Benfield, 2005).

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2.4 Blog from Educators’ Perspective

Although many researchers suggest that using a blog can have a positive impact
on educational development, there is a room for improvement to further enhance the
effectiveness of blog integration in education. According to Susan & Nadiela (2016) in
her study, she stated that to optimize the use of blogs, sufficient time to explain the blog
and how the learning process occurs and to explain the rules and expectations of how the
blog will be used should be noted. This statement is also supported by the findings of the
study by Kun Li et. al. (2013), that teachers do not provide a detailed rubric on what is
needed to include in the comments or feedback which makes the participants feel that
comments or feedback are not important. The findings of the study provide the authors
with the impression that the information and guidance of educators should be applied,
especially to students who have no experience using the blog.
Besides, it is recommended that a high order thinking skills (HOTS) be applied to
create effective learning experiences and to encourage active and interactive learning
(Susan & Nadiela, 2016). The use of these HOTS can be applied through reflection
exercises that students can use when providing feedback and comments on writing on
their friends' blogs. The proposal is also in line with the findings of Muge (2016) in a
survey conducted which found that students are encouraged to think critically when using
blogs.
The provision of computer equipment and access to complete and usable internet
needs to be provided foremost in rural and urban schools, which desperately need
exposure to technology in line with 21st-century learning. In the 2013-2025 Malaysian
Education Development Plan in the seventh round of ICT leveraging to improve the
quality of learning, the ministry will provide Internet access and Virtual Learning
Environment through 1BestariNet for all 10,000 schools.

2.5 The problems in the used of Blog

Despite the aforementioned advantages, the use of blogs in education also found
no change in students' learning. According to Dorota (2014) in her research on the use of
blogs in foreign language classes, students' involvement in the work and learning

10
community was low. Students also consider the use of blogs as a form of teaching activity
and they view it as a forum for the exchange of ideas and information only. The findings
show that student engagement is very important in ensuring the effectiveness of blog use
for student learning.
The findings of Piret & Merle (2016) in their study of the factor of activeness of
new teachers and teachers found that not all participants with blogging experience will
use blogs for teaching purposes while some of them do not have blogging experience but
actively use it in teaching. The findings also indicate that participants' self-esteem needs
to be considered before they can integrate blogs in education. The age of the participants
who will be using the blog in education also needs to be considered before they can use
the blog as an educational tool. The findings show that age is a negative predictor
(younger bloggers are more active) as older participants think their computer skills are
not as good as young bloggers. This statement is inconsistent with the opinion of Cakir
(2013) who states that blogs do not require the technical complexity of managing blogs
but only require simple skills. However, Cakir's (2013) statement supported by a study
conducted by Mehmet et.al., (2014) found that the majority of students reported that blog
use was easy to use.
In the interest of using technology in education, the provision of adequate
equipment and access to the internet must be provided in advance to ensure the successful
integration of the technology. According to Susan & Nadiela (2016), finding that
participants have identified a lack of access to computers is the biggest challenge in using
blogs as a learning tool. Their research also found that the lack of knowledge of
technology and the fear of technology were some of the obstacles that hindered the
effectiveness of blog use in education. Teachers also need to learn about the effectiveness
of blogs as a teaching tool to enable them to explore the possibilities of blogging for
students.

2.6 Theories

Cognitive Evaluation Theory(CET)

CET is a theory in Psychology that is designed to explain the effects of external

consequences of internal motivation. CET suggests there are two motivations systems
known as intrinsic and extrinsic that correspond to two kinds of motivators. Intrinsic

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motivators are motivated by achievement responsibility and competence motivators that
come from the actual performance of the task or job- the intrinsic interest of the work.
Students who are intrinsically motivated find that they are motivated for the knowledge
gained, personal achievement and growth.
Motivating students has always been a daunting task for educators and according
to Deci, Cascio, and Krusell, students will be intrinsically motivated to perform activities
which make them feel competent and self-determining thus rewards and feedback can
affect their intrinsic motivation by affecting their feelings of competence and self-
determination (as cited in Gagne & Deci, 2005). In Blog, students’ engagement in the
program is important, and their motivation or lack of it can affect the success of the Blog
usage. Milestones, achievements, and expectations play important roles in ensuring their
motivation.

Theory of Reasoned Action(TRA)

The Theory of Reasoned Action (TRA) suggests that individuals consider the
consequences of their actions before they perform a given behavior. According to the
theory, a person’s intention to perform a particular behavior is influenced by the person’s
attitude toward performing the behavior and subjective norm (Ajzen and Madden, 1986).
An individual’s attitude towards the behavior is defined as “an individual’s positive, or
negative feelings about performing the target behavior” (Fishbein and Ajzen 1975); while
subjective norm is defined as “the person’s perception that most person who is important
to him think he should or should not perform the behavior in question” (Fishbein and
Ajzen 1975). It assumes that the person always has a choice to perform the behavior, so
the individual’s intention to perform the behavior is an immediate determinant of action.
TRA has been used to conduct empirical studies in a wide range of research areas. For
instance, it has been applied to predict and explain learners’ behavior and technology
acceptance (Davis, Bagozzi, and Warshaw, 1989).

Theory of Planned Behaviour(TRA)

TRA was later revised and reformulated into the Theory of Planned Behaviour
(TPB). The TPB was introduced to cater for circumstances when a person’s behavior is

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not voluntary. It supplements the TRA model by including perceived behavioral control
(PBC) as a predictor of intention and behavior. PBC refers to beliefs about the presence
of factors that may facilitate or impede the performance of a given behavior. In other
words, it is the perception of constraints and/or opportunities associated with performing
a specific behavior, for example, time, money, and expertise. One’s behavior is guided by
the beliefs about the consequences of behavior, beliefs about the expectations of others
(normative beliefs) and beliefs about the presence of factors that facilitate or impede the
performance of the behavior (control beliefs).
Generally, a person’s intention to perform a specific behavior will be stronger if
their attitude toward the behavior is positive, their beliefs about the expectations of others
are positive, and there are limited perceived constraints associated with performing the
behavior. For example, a student who has a positive attitude towards learning and is
determined to obtain a good result in his or her study will participate fully in online
discussion and forum through Blog.

Sources: Adopted from (Ajzen and Fishbein, 1980; Fishbein and Ajzen, 1975)

Theory of Connectivisme(TC)
Among the teaching approaches that meet the characteristics of active learning are
based on the theory of constructivism (TC) (Wang, 2008). However, the main theory that
is closely related to and grounded in this study is Connectivism Theory as it is related to
the use of technology. This theory is relatively new in the digital age with a focus on the
use of technology in teaching and learning. Explanation through this theory states that

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learning is a form of network that spreads and leads to connections in many forms of
knowledge (Siemens, 2005). This theory also combines three early theories such as CET,
TRA, and TPB integrated into TC.

2.7 Beyond what is already known

Cultural and economic globalization has ushered in a new era in higher education.
Higher education has always been more internationally open than most sectors because of
its immersion in knowledge, which never showed much respect for juridical boundaries.
In global knowledge economies, higher education institutions are more important than
ever as mediums for a wide range of cross-border relationships and continuous global
flows of information, people, technologies, knowledge, financial capital and products
(Marginson and Wende, 2007). Even as they share in the reinvention of the world around
them, higher education institutions, and the policies that support and produce them, are
also being reinvented. The effects of the revolutionary technology, fast-paced
modernization, and also the effects of globalization must be taken into account in the
reform of tertiary education systems in the emerging economies and developing the
world. Globalization has transformed education into higher learning institutions across
the Southeast Aisa region (Chareonwongsak, 2018). Therefore, change is inevitable.
Change may be difficult, but we cannot avoid change in this digital era. If we do
not keep up with the change in this era, we will be left behind. In the economy, education,
and especially the banking industry, change happens daily. Everything is done online;
every transaction is at our fingertips. Convenience is one of the reasons why we embrace
change. We are willing to change if it benefits, us. The internet provides convenience and
benefits thus before we know it, we are ready to embrace this change in education.
Students around the world use the internet daily in learning and socializing among other
things but referring to the students of higher institutions in Sarawak, are they also equip
to embrace this technological change in learning? If yes, then how do they adapt to these
changes and their preferences in learning?
This study intends to discover the usage and effectiveness of using Blog in
teaching and learning at IPGKTAR also the issues of using Blog from Lecturers’ and
Teachers Trainees’ perspectives. There are no studies that have been done to students in

14
higher learning in Sarawak so this study is an issue so institutions can have benefited
from the findings to provide more effective usage of Blog to minimize problems in
teaching and learning.

3.0 Methods

3.1 Research Design

The type of research method is qualitative. The qualitative methodology is a case

study that will be the basic research design for this study. There will be open-ended semi-
structured questions that will be asked to Lecturers and Teachers Trainee. This study is
designed to investigate Blog usage in Institut Pendidikan Guru Kampus Tun Abdul Razak
(IPGKTAR) Kota Samarahan, Sarawak. It also attempts to ascertain the relationships
between Blog learning and Teachers Trainee. The three research questions posed were
examined through a three-pronged system of collecting data. Data were obtained through
the use of several research instruments such as semi-structured interviews, classroom
observation, and visual methods by using pictures of the Blog content. Such triangulation
is viewed as useful as it provides multiple perspectives on a single phenomenon (Cohen
and Manion, 1989).

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 Classroom observation was carried out to investigate how Blog usage was
implemented in the lesson. According to State University (2011), some major strengths of
using classroom observation allow educators to do three things: (i) permit researchers to
study the process of education in naturalistic settings, (ii) provide more detailed and
precise evidence than other data sources and (iii) stimulate change and verify that the
change occurred. The descriptions of instructional events that are provided by this
method have also been found to lead to improve understanding, and better models for
improving teaching.
Another method is through semi-structured interviews. Hamza Alshenqeeti coined
that qualitative data are most often collected by researchers through interviews and
questionnaires. However, interviews, if compared to questionnaires are more powerful in
eliciting narrative data that allow the researchers to investigate people’s views to a greater
depth. Interviewing is also a valuable method for exploring the construction and
negotiation of meanings in a natural setting because the value of interviewing only builds
a holistic snapshot, analyze words, reports detailed views of informants but it enables
interviewees to speak in their voice and express theirs on thoughts, and feelings
(Alshenqeeti, 2014).
Photographic data were also used to collect data. Pictures of Teachers Trainee’
Blog was taken from their point of view to analyze its effectiveness, issues, and
implications if there were any. The Visual method in data collection such as by using
pictures is used to stimulate discussion with interviewees during the interview. University
of Sheffield (2012) listed five reasons why visual methods are used in data collection: (i)
to create a permanent record or visual diary of direct observations of the learning and
teaching context for either analysis or illustration during reporting or engaging others in
findings, (ii) to record observations that cannot be made directly by the evaluator, (iii) to
provide an insight into the perspectives of staff and students, (iv) to provide an insight
into how staff and students are interacting with each other and their learning
environment, and finally (v) to capture perspectives of participants when other methods
are not particularly accessible to some or all of them.

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 Classroom
observation

Effectiveness, issues and

experiences from
Theories of Students’
students’ perspective in
behaviour the use of Blog in Photographic data
IPGKTAR Sarawak.

Student interview

Methodological triangulation

3.2 Population and Sample

The target population of this study is a Lecturer and teacher’s trainee in

IPGKTAR, Kota Samarahan, Sarawak. There are four Institut Pendidikan Guru (IPG) all
together at Sarawak, consists of about 2,000 teacher’s trainees. While IPGKTAR itself
has about 700 Teachers Trainees from different options and intake. IPGKTAR is chosen
based on its usage of Blog in learning and teaching. The observation was done for two
hours in one, English lecture which was allocated by the English Department of
IPGKTAR. The sample for the interview in this study was three. Two Teachers Trainees
were selected and a Lecturer who has conducted the lecture for the interview was through
a non-probability purposive sampling as there were only about 15 Teachers Trainees in
the lecture. I chose to have a male and female teacher’s trainees who are familiar with the
usage of Blog as the purpose of the research is to know the Teachers Trainee’s view in

17
Blog usage in this IPG. Purposive sampling involves selecting a sample believed to be a
representative of a given population.

3.3 Instrumentation

Data Collection Technique

The Primary data collection technique is used in this study. The data
were collected through classroom observation, interview and photographic data from a
lecturer and two selected teacher’s trainees.
The observation was done for two hours in an English Lecture at IPGKTAR. I had
my field note prepared, and I was also observing how the use of Blog is implemented in
the classroom by the lecturer and the teacher’s trainees' reactions.
The interview questions were semi-structured using open-ended questions. The
number of structured questions prepared is 25 which are divided into 5 levels: (i) general
information, (ii) learning experiences, (iii) module delivery, (iv) diffusion rate, and (v)
attributes. Additional questions were asked to seek clarification and for further
understanding.
I took photographic data from the students’ Blog with consent from the IPGKTAR
and the teacher's trainee which I would use in this study.
Data Collection Procedure

First, I requested permission from the IPGKTAR to carry out the study. The
request was made through an official letter attaching a letter from the Malaysia Open
University (MOU) as proof that I am a student conducting a study on the usage of Blog
IPGKTAR. It is also explained clearly the purposes of the study and the importance of
conducting the interview and classroom observation. The confidentiality of the response
was assured. The estimated time to do the classroom (lecture) observation was two hours
and the interview would take about 10 – 15 minutes. The procedure was up to the
discretion of the IPG.
I also made a follow-up call to the person in charge of the English lecture through
the English head department of IPGKTAR to set up a meeting. I went to see the academic
head of the IPG on the stipulated time and date to make further arrangements. Through a
brief meeting, we discussed the date and time for me to conduct the observation. The

18
respective lecturer was informed and I took the opportunity to ask some questions
regarding the study and I made a request to take photographic data on the lecturer and
teachers trainees' Blog.
On the day of the observation and interview, I went early to meet the English head
department and the lecturer to show my courtesy and to discuss the classroom
arrangement to avoid any disruptions from my part. I was shown my seat in the
classroom by the lecturer and comfortably. I started my observation from the beginning
until the class ended. I only started my interview when the class ended. The selected
teacher's trainees were chosen in a purposive sampling technique that I believe is
representative of the given population. The lecturer also recommended the teachers
trainees as they are very active in using Blog. Before I began the interview session, I
explained clearly to the teacher's trainees of my purpose for being there, and the types of
questions that I would ask and the approximate duration of the interview. I also explained
to them that they would remain anonymous and that all confidentiality will remain as it is
but their answers would be significant to the institution and my study. When the students
understood, I requested that they signed the consent form as proof. During the interview,
the students also showed some content in their Blog and how they use it. I took
photographs of the contents.
Method of Data Analysis

One of the most challenging aspects of conducting qualitative research lies in the
analysis of the data. Unfortunately, for the novice researcher, there remains, within the
literature, a lack of detailed guidance concerning how qualitative data should be handled
and analyzed (with one or two exceptions, for example, Miles & Huberman 1994, Strauss
and Corbin 1998). The data that I collected from the observation, interview, and
photographic data were put together to answer the research questions and research
objectives. This information has helped me tie the theme together to get a better idea of
the results found and why I found them.
For this case study, I gather my data from one particular lecture observation,
interview a lecturer and two teacher’s trainees from the observed lecture session and took
photographic data from the same lecturer and two teachers trainees. These data were
analyzed to look for themes or recurring themes. Photographic data supported the data

19
collected from lecture observation and also an interview of a lecturer and two teacher’s
trainees. The coding will be arranged according to the triangulation method stated earlier.
The coding will be based on recurring themes, and in answering the research questions.

Integrity of Data

Data collected is from a lecturer and teacher’s trainees’ point of view. The
selected lecturer and teacher’s trainees were chosen through the purposive sampling that
is suggested male and female teachers trainees who have been using Blog in for more
than a year in their study and also students who fully utilized the usage of Blog because
the purpose of the research is to investigate how teacher’s trainees view the use of Blog
in teaching and learning during their training in IPGKTAR, moreover when they are
posted to the school as a teacher after graduation. Although the interview questions are
semi-structured but depending on the lecturer and teacher’s trainees answer, the next
question would be constructed towards the issues and interests of the study. The findings
on how Blog usage is implemented in IPGKTAR are solely based on general observation
with the support of photographic data of the lecturer and teacher’s trainees’ Blog.

4.0 Findings, Dicussion and Conclusion

4.1 Findings

Findings from classroom observation

Through the lecture session observation, there are significant findings in
answering the research questions. The Blog is a very useful tool in teaching and learning
if utilized accordingly. To implement Blog usage, educational institutions must have
sufficient technological infrastructure in terms of hardware and software. Some
researchers argued that some students in universities who used the Blog did not meet the
original internet to offer the students with a tool to support the way they are learning
during the semester (Ahmed, Zakaria, & Elmi, 2012). Students who refer to the assigned
reading materials uploaded in their Blog, participate better in class discussion than
students who do not, but they are not proven to do better in assessment because for the
student to take initiative to access the materials after class also gained the intended

20
knowledge but with poorer classroom participation. Ahmed, Zakaria, and Elmi (2012)
also pointed out those students who use the Blog as the way of learning want to refine
their knowledge and establish a deeper understanding and more generals view of the
topic after having acquired the key terms and basic concept by reading the textbook and
attending course lecture. This proves those students who take initiative to learn the
uploaded materials are motivated to excel in their studies relevant to the theories stated
earlier where intention drives motivation.
Not every lecturer utilizes the usage of Blog the same way. Teachers trainees’
experiences in using Blog is restricted and determined by their lecturer. In this study, the
content is determined by the lecturer of the subject in the Blog. The most utilized content
is the content of the materials and assignments. The least utilized content is course
information and discussions. Other contents are seldom to never been utilized. The reason
for this is because it is easier to focus on fewer folders in the Blog. In this case, the
materials are uploaded to the content folder which consists of learning materials, slides
used in the lecture, videos, links to other relevant sites, quizzes and PDF files. Another
content folder used frequently is assignment questions where students will be able to
download their assignment questions and upload the completed assignment to generate
the plagiarism report. Another way for a trainee to participate in the Blog with other
teacher’s trainees is through forum and discussion which is not fully utilized as well
unless participation marks are given. Furthermore, students are not allowed to initiate any
discussion or forum unless their lecturers have started or provide a portal for discussion.
Students still prefer to discuss through other means of communication when discussing
their learning materials.

Findings of Interviews

Most teacher’s trainees access their Blog for the assignment questions, followed
by learning materials, and quizzes. They will not participate in forum or discussion in
their Blog if there are no participation marks allocated. Teachers trainees will only access
what is deemed important in helping them learn for their exam. Again, this theme is the
recurring theme from the findings through the observations. Teachers trainees are
motivated to use Blog when this contributes to their marks and achievements. Another
reason for not participating fully in forum and discussion teacher’s trainees feel

21
embarrassed to post their questions or answers. They prefer to personally text or ask their
lecturer. There are two reasons for this: (i) they are afraid that they might give the wrong
answers, and (ii) they are afraid of other trainees’ negative perception or judgment. Other
than that, the teacher's trainees also admitted searching for the answer on search engines
like Google if they are evaluated from their discussions participation in Blog. They will
copy and paste answers they find online to ‘look knowledgeable’ and to deserve the
marks allotted.
Teachers trainees access their Blog most frequently before the exam to do their
revision by downloading all the learning materials there. They also access their Blog to
check if there is any new or last-minute revision material put up by their lecturer.
Besides, with the research being conducted, this will be able to enrich the literature on the
study of technology adoption especially the use of blogging technology in the e-learning
environment. This method can be a reference in developing blog-based learning blogging
software using an online blogging approach (Marshall, 2000). The Australian Council for
Computer in Education (2002) has also stated that such preliminary studies need to be
pioneered in the planning, and development of professional activities especially towards
enriching teaching, and learning materials.
Other findings from the interview include lecturer and teacher's trainees' overall
experiences in using Blog. Teacher's trainees claimed to have positive experiences in
using Blog. Teacher's trainees view Blog positively and they agreed that it is effective in
enhancing their learning. An increasing number of studies investigate the benefits for
both teacher's trainees and lecturers of using Blog. As such, this study contributes
significantly to the area of knowledge where in this study, it introduces new methods in
the development of online e-learning materials that have elements of interactivity that is
indispensable as the best motivation for students to master a field of learning. Also, this
study can enrich the literature on technology adoption and student achievement using
blog forums in their learning.
It was also found that the use of Blogs lowers the student dropout rates when
compared with fully online courses. A direct link between teacher’s trainees’ use of Blogs
and their academic performance is also currently under investigation, although the
research so far tends to focus on teacher's trainees’ performance in particular disciplines.

22
Teachers trainees who missed lecture sessions, unable to pay attention in class or did not
understand what the lecturer was saying benefit most from the use of Blogs.
Teachers trainees can manage their own time to refer to the Blog. Most teacher’s
trainees access their Blog at the comfort of their own home and from their mobile phones.
However, there are problems with teacher's trainees' internet speed that influences their
access to their Blog. The expense of accessing to their Blog includes their spending and
affordability. Not, only they have to pay for the use of Blog they must also finance their
internet speed at home or at other places to benefit Blog usage. This factor is one of the
negative feedback that teacher’s trainees give of their experience in using Blog. To use
their personal computer or laptop to access their Blog, their computer will need Internet
access.
Another way to access Blog is through their mobile phones, which also includes
Internet services to the service provider. Teachers trainees point out that to use their
smartphones in accessing the Blog as troublesome for two reasons: (i) the screen of their
smartphones is too small thus making it difficult for them to read or view its content, and
(ii) certain features in Blog are not compatible with its uses through the smartphone thus
it does not help teachers trainees achieve their intended learning experience that they
expect. Another problem concerning the use of Blog in IPGKTAR from teacher’s
trainees’ perspective is that Blog is not user-friendly as they have problems in trying to
log in and the system is very unstable at times. Teachers trainees find it is complicated to
use when several lecturers upload materials at the same time because their notification
does not indicate for which subjects but only based on the names of the files uploaded.
However, according to teacher’s trainees, IPGKTAR has a very accommodative
when it comes to Blog. Teachers trainees who face a problem using Blog get help almost
immediately. They are trained to use Blog during their orientation week. On the other
hand, the training is not sufficient for teacher’s trainees as they claimed to take from 6
months to 1 year to get used to Blog and use it efficiently. Furthermore, teacher’s trainees
find that Blog is meaningless without a lecturer present in person. Teachers trainees still
prefer face-to-face communication in learning as it enhanced further communication and
personal guidance from the lecturer.
A study conducted by the University of Southern California (2013), reveals that
the Millenials prefer face-to-face communication compared to communicating through

23
technology. The study has an interesting way of putting it as ‘Millenials live and breathe
technology,’ so most people would assume that they would prefer to communicate
through technology whenever they can but this is not the case in the study. With data
collected from over 40, 000 people worldwide in 22 different countries, it turns out that
the Millenials and Gen x are ‘old school’ where 80% of them stating that face-to-face
meetings are critically important.

Findings of Photographic Data

The findings from photographic data include how Blog usage is implemented in
IPGKTAR, lecturers' and teacher’s trainees’ experiences in using Blog and also the issues
of Blog usage in IPGKTAR.
Firstly, it is evidenced that lecturers put a lot of effort not, only in the sharing of
materials but also in creating the materials. Weekly slides are updated, and links to useful
websites for students’ further understanding and extra reading can be found a teacher's
trainees’ Blogs. The methodology is further enhanced by the lecturer’s creativity in
uploading other materials such as video and audio reading to help teachers trainees in
their assigned reading task as a visual and audio type of learners can benefit more from it.
Lecturers also uploaded every assignment question with rubrics and marking schemes as
well as all case studies in the Blog usage. Quizzes and marks for teacher’s trainees’
assessment are the least utilized by lecturers because of two reasons: (i) it is time-
consuming for them to prepare quiz through the Blog, and (ii) it is not user-friendly in
creating the quiz as ‘cut and paste’ feature is disabled. However, lecturers’ initiatives and
methodology differ from one to another so this also restricts teacher's trainees’ usage of
their Blog. Another finding collected from the photographic data is some materials
uploaded in the Blog. Just how much do too much or too little information and material?
Some lecturers put repeated materials that are redundant and some uploaded just a simple
slide for each class.
Teacher's trainees’ method of accessing is either through their personal computers
or through their smartphones, which gives two different views. No, that it is convenient
to be able to access Blog from smartphones from anywhere and anytime convenient to
teacher’s trainees. It is more convenient to access the Blog through computers or laptops

24
rather than using mobile but not every teacher's trainee has their desktop or home
computer, so, they must purchase either a laptop or access from their smartphones, which
can burden teacher’s trainees financially. Teachers trainees are allowed to access Blog
from the computer lab but compared to the convenience of accessing Blog from home, it
is relatively inconvenient. The view from a smartphone is limited and certain features of
the Blog are not accessible from a smartphone.
Using Blog outside of campus will also require teacher's trainees to fork out more
money. Finally, a sufficient and controlled number of materials in VLE gives teacher's
trainees enriching experience to improve their learning. Some Blogs are treated as just
dumping grounded by academicians (Sleery, 2015) and teacher's trainees will be
responsible to pick and choose the right and relevant material for their course. This will
hinder a teacher's trainees from accessing Blog in avoiding having to choose relevant
materials. Some materials are also out-dated because the lecturers have been teaching the
same subjects for years. It is most convenient to use the articles or case studies that are
very familiar to them but can compromise the effectiveness of the Blog developing
teaching and learning process.
Moore (2016) explains that if the lecturers are not updating their materials and
their lecture, they are letting their teacher's trainees down. Teacher's trainees want
lecturers to inspire them and make them want to be in class, get their marks and feedback,
and to change what does not work and do more of what does work to give the best
experience so that they get the best possible outcomes in both academically and
concerning employability.

4.2 Disscusion

Through the findings in this study, the research objectives are accomplished. The
key findings have provided a highly significant point of view of a lecturer and two
teachers trainees’ experiences in Blog usage, its effectiveness in improving teacher's
trainees in teaching and learning, issues, and application of theories provided in the
literature review.

Blog improve Learning

25
 Implementation of Blog usage improves teaching and learning in IPGKTAR and
so as other higher education level through five ways i.e. (i) effective learning materials if
the uses are maximized and utilized accordingly by lecturers and teacher's trainees, (ii)
lecturers put in effort to update and share relevant materials, (iii) teacher's trainees are
motivated to pass or do well in exam and marks-driven, (iv) teacher's trainees are able to
enhance understanding before/ after lecture and enable them to catch up with
missing lessons, and (v) its effectiveness in improving teaching and learning process
enhanced face-to-face communication, besides preparing all trainees to become a well
readiness teachers once graduated and posted to the school in the future. Firstly, Blog is a
handy tool to improve teaching and learning when it appropriately utilizes by the lecturer
and teacher's trainees.
By saying appropriately, it means that teacher's trainees must access Blog to get
the learning materials uploaded and use the materials in their revision before exams,
before class, they can participate in class discussion successfully and productively, and
after class to enhance their understanding recapitulate what their lecturers have taught
them in class. Lecturers must also provide teachers trainees with relevant and updated
materials for their course. The question of how much or how little must be within
teacher’s trainees’ capability concerning time management, and the content of the
syllabus. Secondly, lecturers who put to more effort in the Blog ensure improved
learning. This refers to lecturers who put in effort in not, only sharing materials, videos,
audios, PDF files, assignment questions but also make an effort to create quizzes, and
give assessment marks in the Blog, and also initiate forums and discussions. Thirdly,
Blog improves learning when the teacher's trainees are motivated to do well or pass in the
exam.
The Blog is mostly assessed during examination periods because teacher's trainees
want to study, and start doing their revision by downloading the materials given. It is also
proven that teacher’s trainees who are marks-driven through participation marks or to
score well in the examination, will access the Blog thus improving their learning.
Fourthly, Blog also helps in improving teaching and learning when teacher’s trainees use
it to catch up with missing lessons when they are unable to attend the class for

26
unspecified reasons. It helps in improving learning most of all when teacher's trainees use
Blog to enhance their understanding after a class. Finally, Blog is very effective in
improving learning when used face-to-face communication. Teacher's trainees'
understanding of Blog usage materials can be enhanced through face-to-face
communication as it is more personals and guided.

Teacher’s trainees’ Experiences

There are six factors in contributing to lecturers' and teacher's trainees’

experiences in Blog usage. Primarily, teacher's trainees have generally positive
experience in using Blog. Not, only it enhances their teaching and learning experience,
but it also helps them to prepare for their examinations well. Teacher's trainees
acknowledge their effectiveness and usage.
Secondly, the teacher's trainees' ability to access the materials at their own time,
and in the comfort of their own space has enabled them to be able to manage their time
on Blog wisely. Teacher's trainees admitted that most of the time, they access the Blog at
home when it is convenient for them to do so.
Thirdly, despite their positive experience using Blog, teacher's trainees still prefer
face-to-face guidance as it helps enhance their understanding of Blog materials and vice
versa. The two methodologies combined, teacher's trainees find it most beneficial.
Fourthly, Blog usage is restricted by what their lecturers uploaded in the Blog. It
can be seen that more initiatives from the lecturer’s side will ensure more of the teacher's
trainees’ involvement and participation. Conversely, if a lecturer does not upload enough
materials, the teacher's trainees will spend less time on Blog related to that subject.
Fifthly, the teacher's trainees’ experiences are greatly influenced and motivated by
participation marks and exams. Although teacher’s trainees will also access Blog to learn
but with participation marks allotted and motivation to do well in the exam, engaged
students to use Blog.
Finally, the teacher's trainees’ experiences are also influenced by the management
of the IPGKTAR. The institution provides training or workshop on Blog usage and when
they face problems in Blog, the institution is very helpful in solving their problems. The

27
swift action on behalf of the management has given the teacher's trainees experiences that
are more positives.

Problems/Issues

There are five issues and problems in Blog usage at IPGKTAR. Firstly, the speed
of the Internet. Teacher's trainees are at times unable to access Blog and download
learning materials when the Internet speed is insufficient. This leads to another issue that
is the cost. Teacher's trainees buy their access to Internet Data because campus Wi-Fi is
very slow, students need to use their Internet to access Blog successfully. Besides, to
access Blog at their own time and space, the teacher's trainees will have to do so at their
own expense. This includes home Wi-Fi or/and mobile service providers. This factor also
includes a personal computer or laptop, which is not provided by the IPG. Teacher's
trainees will have to own one of these devices to have access. Another issue involves the
use of a smartphone device to access Blog. Teachers trainees who have no laptop or
personal computer complained that the screen of their device is too small to be used
to materials in Blog. Certain features of the Blog are also incompatible with their device,
which influences their learning experience thus creating an issue for teacher’s trainees.
The Next issue is that teacher's trainees find Blog as not user-friendly. The complications
faced by teacher's trainees in retrieving, viewing, and accessing the materials are
enhanced by its complications. Finally, the teacher's trainees face an issue with the use of
Blog when lecturers treat their Blog as a dumping ground of materials. Some materials
are proven as outdated, redundant, and too much or/and too little.

Motivation Theories

The four theories in the literature review are Cognitive Evaluation Theory (CET),
Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB), and Theory of
Connectivism (TC) are used to explain students’ motivation in using Blog. CET suggests
that students will be intrinsically motivated to perform activities, which make them feel
competent and self-determining thus rewards and feedback can affect their intrinsic
motivation by affecting their feelings of competence and self-determination. Thus, in

28
Blog usage, students’ engagement in the program is important, and their motivation or
lack of it can affect the success of the Blog usage implementation. Milestones,
achievements, and expectations play important roles in ensuring their motivation.
Meanwhile, TRA suggests that individual’ consider the consequences of their
actions before they perform a given behavior. According to the theory, a person’s
intention to perform a particular behavior is influenced by the person’s attitude toward
performing the behavior and subjective norm. Thus, the individual’s intention to perform
the behavior is an immediate determinant of action.
TPB looks at one’s behavior which is guided by the beliefs about the
consequences of behavior, beliefs about the expectations of others and beliefs about the
presence of factors that facilitate or impede the performance of the behavior. A person’s
intention to perform a specific behavior will be stronger if their attitude toward the
behavior is positive, their beliefs about the expectations of others are positive, and there
are limited perceived constraints associated with performing the behavior. Thus, a student
who has a positive attitude towards learning and is determined to obtain a good result in
his or her study will participate fully in online discussion and forum through Blog.
TC is relatively new in the digital age with a focus on the use of technology in
teaching and learning. Explanation through this theory states that learning is a form of
network that spreads and leads to many forms of knowledge. This theory also combines
three early theories such as CET, TRA, and TPB integrated into TC.

Conclusion

Teachers trainees’ experiences affected by a few factors i.e. learning materials,

lecturers who are the content creator of the Blog, management of the IPGKTAR
specifically the IT department and motivation factors such as self and from lecturers.
From the study, Blog usage is a useful and effective tool in improving teaching and
learning for teacher’s trainees in IPGKTAR who are trained as a teacher in school after
their graduation. But teacher’s trainees are not ready to move on to embrace fully online
courses because of the presence of a lecturer to guide them and to communicate face-to-
face is still needed by them.

29
 The problems and issues in Blog usage arise from technological and digital
factors that students cannot solve on their own except for the cost of buying personal
devices or in purchasing faster internet for their personal use. Problems such as internet
speed on the campus, lack of features when using Blog through smartphones, Blog not a
user-friendly and Blog as dumping grounds for materials are beyond teacher’s trainees’
capability in solving the issues.
The theories suggest that students’ motivation affects Blog usage experiences, but
in a more exam-oriented way. This is the problem that we have in our Malaysian
education that we have been trying to rectify. In this era, knowledge and intelligence can
be measured in many areas including skills and milestones, and not through exams only.
So far, our exams test our memorizing skills, and not our intelligence (Guo Heng, 2005).
Students should be motivated to explore and use their Blog to gain more knowledge, not
just for exams and participation marks.
Future studies should focus more on the implications of teacher’s trainees’
motivations in using Blog and also Blog from lecturers’ point of view and how it may
reduce or increase their workload concerning preparation. The importance of lecturers as
the content creator should be emphasized. The need to create vibrant online experiences
is, at whose expense? Furthermore, in embracing the digital age and to produce students
of the 21st century, and employable graduates for future jobs, researchers’ roles are
crucial to provide findings and analysis in this kind of study.

30
References

Dorota Domalewska. 2014. Technology-supported classroom for collaborative learning:

Blogging in the foreign language classroom. International Journal of Education
and Development using Information and Communication Technology (IJEDICT),
2014, Vol. 10, Issue 4, pp. 21-30.
Kementerian Pendidikan Malaysia. 2013. Pelan Pembangunan Pendidikan Malaysia
(PPPM) 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Kun Li, Niamboue Bado, Jamie Smith & David Moore. 2013. Blogging for Teaching and
Learning: An Examination of Experience, Attitudes, and Levels of Thinking.
Contemporary Educational Technology, 2013, 4(3), 172-186.
Muge Gunduz. 2016. Promoting interaction through blogging in language classrooms.
International Journal of Research in Education and Science (IJRES), 2(2), 438-
443.

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Piret Luik & Merle Taimalu. 2016. Factors of Participants and Blogs that Predict
Blogging Activeness During Teaching Practice and Induction Year. International
Review of Research in Open and Distributed Learning Volume 17, Number 1,
180-194.
Said Fathy El Said Abdul Fattah. 2016. The Effectiveness of Using Blogs as an
Independent Learning Tool to Develop Reading Skills for University Students.
Journal of Education and Practice, ISSN 2222-288X, Vol.7, No.32, 65-73.
Shi-Jer Lou, Mei-Chuan Kao, Hsiu-Lin Yen & Ru-Chu Shih. 2013. Effects Of Applying
Blogs To Assist Life Education Instruction For Elementary School Students.
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Instructors’ Rationale and Perspectives in Using Blogs as a Tool for Teaching
English as a Second Language. English Language Teaching; Vol. 9, No. 10; ISSN
1916-4742 E-ISSN 1916-4750, 142-155.
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APPENDICES

Appendix 1 Example of Interview & observation protocols 34- 39

Appendix 2 Example of original verbatim transcript, observation 40- 61

field notes, photographs

Appendix 3 Examples of coding process during analysis 62- 87

Appendix 4 Analysis matrices 88-89

Appendix 5 Audit trail of the research 90

33
OPEN UNIVERSITY MALAYSIA
9 ½ Mile Princess Garden Commercial Centre
Jalan Kuching/Serian,
93250 Kuching,
Sarawak.

Director,
Institut Pendidikan Guru Kampus Tun Abdul Razak,
Jalan Dato’ Muhamad Musa,
94300 Kota Samarahan,
Sarawak. 5 July 2019

Dear Sir,
SEEKING PERMISSION TO CONDUCT A CLASSROOM OBSERVATION AND
AN INTERVIEW

My name is Florina Anak Sigay and I am a student of Open University Malaysia studying
Doctor of Education and also a lecturer of this Institute of Co-curriculum Unit. As a

34
prerequisite for the course I have in assignment 2 of Current Trend in Higher Education
required a Qualitative Research Method, which I have to carry out and write up a mini-
research. The purpose of this study is to acquire the main data set for my study in the
students’ view on the use of the Blog in Institut Pendidikan Guru Kampus Tun Abdul
Razak, Kota Samarahan, Sarawak.

2. To collect information for my study, I would like to make some observations of

one classroom session and interview a lecturer and two of your trainees of the English
Option. The interview would take approximately 15 minutes. I am choosing your
organization because this IPG using Blog in teaching and learning.

3. I will keep you informed of how the research is going throughout the study and
give you a copy of my findings upon its completion. I would hope that the study would
be of value to your institution in highlighting the way lecturers and trainees using their
Blog.

4. My independent study will be read by the university tutor. The research will be
kept by through anonymizing the name of your institution and the research participant. I
appreciate your time reading this letter and will meet you if it is possible to discuss the
research further. If you wish to get in contact with me at any time, my mobile number is
01114090805 and my email is florina.sigay@ipgmktar.edu.my.

5. I would be very grateful if you can grant us permission to conduct this survey.
6. Attached to this letter is a copy of a letter of confirmation from the university
stating that we are conducting this survey and a copy of the survey question.

Thank you. Your cooperation is appreciated.

Yours sincerely,

(FLORINA ANAK SIGAY)

35
A letter of confirmation from the university

OPEN UNIVERSITY MALAYSIA

9 ½ Mile Princess Garden Commercial Centre
Jalan Kuching-Serian
93250 Kuching Sarawak

This letter is to confirm that Florina Anak Sigay is a student of this university
undertaking an Independent Study as part of her assessment.

36
Yours sincerely,

Hamimah Kipli
Assistant Manager
Open University Malaysia
Sarawak Learning Centre
Phone: 082-459602

Letter seeking permission from the Lecturer and Trainees

OPEN UNIVERSITY MALAYSIA

9 ½ Mile Princess Garden Commercial Centre
Jalan Kuching-Serian
93250 Kuching
Sarawak.

En. Nordin Bin Seruji

Institut Pendidikan Guru Kampus Tun Abdul Razak,
Jalan Dato’ Muhamad Musa,
94300 Kota Samarahan,
Sarawak. 5 July 2019

Dear Sir,

37
I have been authorised by your institution to carry out an observation in the classroom
and to conduct an interview with you which will take approximately only 15 minutes. I
am looking at the Blog usage in IPGKTAR. Such study will be valuable to this IPG and
it is good to get another perspective on what I do here.

As part of the research, I would like to consult with you about what you like or dislike in
the Blog usage and your experiences in the use of Blog.

If you are willing to participate in this research, please sign and return the slip below.

I am willing to participate in the research outline above.

Signature:

Name:

OPEN UNIVERSITY MALAYSIA

9 ½ Mile Princess Garden Commercial Centre
Jalan Kuching-Serian
93250 Kuching Sarawak

Institut Pendidikan Guru Kampus Tun Abdul Razak,

Jalan Dato’ Muhamad Musa,
94300 Kota Samarahan,
Sarawak. 15 July 2019

Dear Student,

I have been authorised by your institution to carry out an observation in the classroom
and to conduct an interview with you which will take approximately only 15 minutes. I

38
am looking at the Blog usage in IPGKTAR. Such study will be valuable to this IPG and
it is good to get another perspective on what I do here.

As part of the research, I would like to consult with you about what you like or dislike in
the Blog usage and your experiences in the use of Blog.

If you are willing to participate in this research, please sign and return the slip below.

I am willing to participate in the research outline above.

Signature:

Name:

SEMI-STRUCTURED QUESTIONNAIRE
Data Protection
We assure you that all the information we collect will be used only for the purpose of
research and kept confidential to the research team itself: it will not be released to
anybody else.
Section A: General information
1. How are you?
2. How many years have you been studying in this institution?
3. What is your level of study?
4. What is your level of study?
5. Do you ever think to farther your study si?
6. How do you find Blog?
7. Does Blog relevant to be used in every subject?
Section B: Learning Experiences
1. What is the importants of Blog?
2. What will happen if teachers not using Blog in their teaching lesson?
3. What do you do most when try to use Blog in your teaching lesson?

39
 4. How do you collaborate with your students through the Blog usage in their lesson
plan?
5. What do you want to improve in your student teaching and learning experiences
in using Blog?
Section C: Guideline Delivery
1. How are you taught through the use of Blog?
2. How are you assessed Blog guideline?
3. How do you find your guideline in Blog?
4. What get you motivated to use Blog?
5. What have you learn by using Blog?
6. If you were given an option whether to attend workshop or by using Blog
guideline, which would you choose and why?
Section D: Diffusion Rate
1. How were you trained for Blog in this institution?
2. How long did it take for you to get familiar with Blog?
3. What will you do to solve the student’s problem using Blog in their teaching and
learning?
4. How are you encouraged and motivated to use Blog in teaching and learning?
Section E: Attributes
1. Tell me how useful is Blog to help teachers in their teaching and learning process?
2. Besides the good things, what are the disadvantages of Blog in education?

APPENDIX 2:
Example Of Observation Field Notes, Original Verbatim Transcript, and photographs data
OSERVATION RECORD

NAME OF OBSERVER: Florina Anak Sigay

PURPOSE OF OBSERVATION: To Understand the Blog Usage in teaching and
Learning at Institut Pendidikan Guru Kampus Tun
Abdul Razak
DATE OF OBSERVATION: 28 July 2019
TIME OF OBSERVATION: 9.00am – 12.00 pm
NAME OF INSTITUTION: Institut Pendidikan Guru Kampus Tun Abdul Razak,
Kota Samarahan, Sarawak
SUBJECT OBSERVED: TSL3023 Literature in English
TOPIC: Introductions
SUB-TOPIC: History
LEVEL OF STUDY: B.ed (TESL)
NO. OF STUDENTS: 2
NO. OF LECTURER: 1
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AGE RANGE: 20-22
DESCRIPTION OF :
PHYSICAL SETTING: The classroom appears comfortable with suitable
lighting, air-conditioned and with sufficient amenities
such as desktop computer for the lecturer to conduct
their teaching, and a projector. Internet connection is
available too for both academic staff and students.
SOCIAL ENVIRONMENT: Students arrived earlier than the lecturer and they
appeared very relaxed and knew each other very well.
They collaborated well in terms of discussion and
resolving conflicts. Non-verbal communication such
nodding their heads in agreement suggest they
participate in the classroom activity.
PARTICIPANTS AND THEIR Lecturer:
ROLES IN THE SETTING: The lecturer conducted the class according to the
lesson plan i.e. set induction, and introduction of the
topic before she delved deeper into the lesson. The
content of the lesson was already uploaded into the
Blog database – the Blackboard. The lecturer
retrieved the materials from the Blog conveniently.

Students:
Most students are very responsive in the classroom.
Mostly come to class prepared if they have done their
readings based on the topic discussed for that day-
Introductions of Literature. Students who were less
responsive admitted that they have not come prepared
although the materials have been posted in the Blog
database by the lecturer earlier.
IMPACT ON THE OBSERVED I noticed that the usage of Blog can help both lecturer
and students in reducing workload, and pre-class
SITUATION (IF ANY):
preparation if the students take their time to review
the uploaded materials before class.

OBSERVATION
TEACHING
TIME: ACTIVITY: MATERIAL
9.00 – 9.20 am  Lecturer outlined learning  Whiteboard
outcomes.  Students refer
 Lecturer recap previous chapter. to Blog
 Lecturer discussed key-terms and
triggers to expand baseline
understanding and in the same

41
 time setting up expectations,
9.20 – 9.40 am  Set induction- Lecturer presented  Slides from
real-life problem and how it can Blog
be understood through the study
of this chapter.
 Students contributed ideas on the
topic.
 Discussions were centred on the
common concept in research.
9.40 – 10.00 am  2-way lecture- The lecturer  Assigned
guided the discussion and reading in Blog
occasionally paused

10.00 – 10.30 am  THINK AND SHARE - 2-way  Videos link in

interactions.
Blog
 The lecturer asked students
questions to survey their answers
and motivation towards the class.

10.30 – 11.00 am  SMALL GROUP DISCUSSION -  Text Reading

Students think about the answer to in Blog
a question posed by the instructor,  Links to other
and then discuss the question websites in
among each other. The instructor Blog
selects students to explain the
consensus to the class.

11.00 -11.40 am  GROUP PRESENTATION - A  Students

communicative situation that upload pictures
allows its participants to express and
views and opinions and share with presentations
other participants. to Blog
 Students upload the outcome in Projector
Blog and lecturer showed them
through projector.

11.40 – 12.00 pm  Recap the whole chapter and  Whiteboard

reiterate its key concepts.  Blog
 Lecturer reminded students to
complete their quiz in Blog

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REMARKS:
1. Students who utilized the Blog usage can benefit from it such as in reading the
materials beforehand so they can come prepared during class discussion while
students who do not utilized the Blog usage will experience the opposite which
can be the issue and implication in this study. Student’s behaviour and
willingness to access the uploaded materials can influence their learning.

2. The Blog usage is colossal. The lecturer includes teaching materials such as
slides, videos, link to websites, and even textbook in PDF files. Quizzes can be
done online too and multiple choice questions will give students immediate result.
Students also retrieved assignment questions online and they are able to check
their plagiarism percentage before the due date using database like Turnitin and
resubmit their assignment before the due date. The terms and conditions are up to
the discretion of their respective lecturers.

3. The lecturers upload teaching materials at any time they want to. They can access
the Blackboard database from any where at any time. Students can also do the
same and they can start any discussion in the database.

4. The Blog usage and students’ reaction in the use of it is conducted during the
observation. Future observations are recommended to look at the lecturers’
perception as well.

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 Transcript of Interview
(Student A)

Race: Chinese
Gender: Female
Length of study: 4 years

Me Hi! I would like to interview you about the Blog usage in your
studies… and also what is your perception on it.
Respondent Ya… [laughs]. My lecturer Mr. Nordin already informed me about it.
Me [laughs]… so… before I start, hmm… I would like to explain about this
study that I am conducting. This study is to collect information from
you about the Blog usage…/
Respondent /Err… what is Blog?
Me Oh… it’s your blackboard. Well… before we begin, I just want to thank
you… and this interview will not take long yeah. I will probably need
about… hmm.. 15 to 20 minutes of your time. Is that okay with you?
Respondent Yeah… no sweat. My dad will only come later.
Me I must tell you that… your answers are significant in this study. I assure
you complete anonymity and… the university where I’m study
(OUM)and of course… this IPG too will see the outcome of this
interview.

44
Respondent Oh.. okay.
Me So… you don’t mind signing this letter of consent? And oh… you may
want to read it first.
Respondent There you go…
Me Thanks. So tell me… how long have you been using Blog? Err.. by
saying Blog I mean your Blackboard. So, let’s clarify this. Each time I
say Blog, I will mean your Blackboard yeah?
Respondent Okay… I got it now. What was your question again? Sorry…
Me [laughs]… It’s okay. So, how long have you been using Blog?
Respondent I think… uh… it’s been about 4 years now. I started using Blackboard
since I entered IPG in 2015.
Me Oh… that’s quite a long time then. So, how often do you access the
Blog?
Respondent It’s like err… everyday! [laughs]…
Me Wow… everyday huh? Why do you access Blog everyday? And...
where do you normally access the Blog?
Respondent From home mostly. And when the lecturer is teaching too. I would just
err… open the Blackboard using my phone so I know what the lecturer
is saying.
Me Why do you access the Blog everyday again?
Respondent Oh ya… well… ah… mostly to access the lecture notes, assignment
questions and err… well that’s about it.
Me What about discussion? I heard your lecturer said something about
online discussion?
Respondent Yeah… but I will get notification first. Sometimes… through my email
or sometimes… through the Blackboard app that I already installed in
my phone. Well… not only that, if there is a discussion, I will know
right away so that I can participate [laughs]…
Me What other things that you can do in Blackboard?
Respondent Well… sometimes some lecturers will have online quiz. Like… err..
MCQ questions and we get our results right away. Some lecturers still
prefer quizzes on paper and… some like to give marks based on err…
discussions.
Me That sounds err… very useful=
Respondent =Yes! It is!
Me What do you think is the main purpose of using Blog?
Respondent I guess… so that… well… I think so that lecturers and students can
share notes.

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Me What do you do most when you access each subjects’ Blog?
Respondent [laughs]…to check assignment of course! Every lecturer will put up the
assignment questions online. Then we have to download our
assignments there too through Turnitin. A good way to save paper I
think [laughs] but… sometimes it’s difficult to read things like the
writing...through computer. Maybe it’s too small maybe… I think.
Me Do you collaborate with others through Blog? How?
Respondent We share ideas I guess… from simple quizzes.
Me Can you elaborate that for me? How do ah… sharing of simple quizzes
make you collaborate with others?
Respondent I think when the lecturer is giving us quizzes in Blackboard, we will use
the forum space to discuss on the questions [laughs]
Me But… [laughs] if it’s a quiz, then… you aren’t supposed to discuss it,
isn’t it?
Respondent [laughs]… well… it depends on the lecturer. Sometimes if the quiz has
time frame say for example… 1 hour only to answer 10 questions and
we are not allowed to discuss… then we don’t discuss… [laughs].
Me I see… what do you want to improve err… in your learning experiences
in using Blog?
Respondent I wish it is more user-friendly.
Me What do you mean by user-friendly? Is there any problem in it?
Respondent Not so complicated [laughs]… No… no problem in my Blog.
Me How complicated is the use of Blog?
Respondent Sometimes… the notifications did not specify which chapter and if…
let’s say a lecturer err… wish to put all the materials from the beginning
until the end of the course. And the things are not … what I mean is..
the notification doesn’t specify which module. I have to go and log in
into my Blackboard in order to understand the postings. And one more
thing… the things that my lecturers upload. We have to download them
in order to view them. I wish everything is there… ready to view. So
that we don’t have to download anything. I think that procedure is a bit
too complicated.
Me I see… but other than that… no problem?
Respondent Yaa… no.
Me How are you taught through the Blog usage?
Respondent From the college.
Me [laughs].. I mean how do your lecturer teach you through Blog? Maybe

46
 this question is a repetition [laughs]
Respondent [laughs]… actually hmm… the lecturer did not guide us through
Blackboard. They all assume that we already know [laugh]. They just
told us to… prepare our readings by loggin in to our Blackboard
psychology before class.
Me Is there any mark given by your lecturer when you use Blackboard?
Respondent Yes… the participation marks. Sometimes… our lecturers also see our
participation in discussion.
Me Based on what your lecturer told me, they can see the activity that you
do in the database.
Respondent [laughs]… yes I think so too. They will email students who are not
active.
Me How do you find your modules in the Blog?
Respondent So far… my modules are very effective. It depends on the lecturer
also… some lecturers will put videos that I think is very interesting and
some only upload a lot of reading materials.
Me That’s good to know. Hmm… how do you get motivated to use Blog? I
noticed a few students just now did not read the assigned materials
before coming to class.
Respondent I’m motivated to use the Blog because … I think… because we have
easy access to notes. I always make sure I am prepared for this subject
hmm… because this subject is very difficult. In literature, if we don’t
read the story that our lecturer upload… then, during class, we will not
know what to discuss… or what the lecturer is talking about. This
lecturer is quite strict but very good lah… because she will not tell us
the story if we don’t read. She always said that we are responsible for
our own learning. I also will…. Use a lot of Blackboard when it is close
to exam time. It’s easy to access the our notes.
Me What do you learn from your module by using Blog?
Respondent [laughs]… I don’t know.
Me [laughs]… since you’re saying that you learn from Blackboard before
exam… I think you learn a lot from your module. They are complete?
Do you need any other material hmm… for you to learn before exam?
Respondent I see…[laughs]… the materials online is quite complete but… also
depend on the lecturer. Some lecturers put every bit of information

47
 while others err… just put a bit. I will use the reference book or Google
[laughs].
Me Now… let’s see if you… err… given an option to learn either face-to-
face or by using Blog only, which would you choose and why?
Respondent Hmm… I think I will definitely choose face-to-face as meeting as
meeting up makes it easier to share and exchange information.
Me Now, let’s talk about when you first using Blog. How were you trained
to use it in this IPG?
Respondent Let me try to remember…[laughs]. It was such a long time already…
Oh ya… during orientation! I was taught how to use it during our
orientation time.
Me So, how long did it take for you to get… familiar with it?
Respondent I think… about one year.
Me What do you do if you face problem in using Blog?
Respondent Whenever we have problems in Blackboard, err… we usually contact
our lecturer first… and if the lecturer cannot help us… hmm… we will
consult the course coordinator.
Me Now, Blog allows you to access it 24-7, and… you can also work at
your own pace at your own time and place right=
Respondent Yes…
Me So… how useful is it?
Respondent I think it’s very useful because it’s on the go. I can use my phone or
home computer from any where as long as I have internet access.
Me Is it useful to help you in your studies?
Respondent Oh… very efficient.
Me I’ve always wondered, how much do you have to pay to use
Blackboard?
Respondent If I’m not mistaken, I’ve to pay around one hundred something every
semester.
Me Okay… finally my last question… What do you think is the
disadvantages of the use of Blog in teaching and learning as the
preparation before you posted to the school as a teacher?
Respondent I think teachers do not get to meet their students in person so… there is
no proper communication. Nothing beats face-to-face... really.
Me Wow… you have given me so much input. I really thank you for… you
know…. being here just to answer my questions.
Respondent [laughs] no sweat… the honour is all mine.
Me It looks like I’ve taken more than promised. I’m so sorry for that.

48
Respondent It’s okay Mdm. I’m waiting for my dad to pick me up anyway.

Transcript of Interview
(Student B)

Race: Bidayuh
Gender: Female
Length of study: 4 years

Me Hi there! I’m pleased to meet you. How are you today?

Respondent Ah… I’m fine… thank you.
Me Thank you so much for participating in this interview. So, like I’ve
explained earlier… err… the purpose of this interview… and oh!
You’ve also signed the consent letter? Thank you!
Respondent You’re… welcome Mdm.
Me Let’s begin right away okay… I don’t want to make you go hungry
because it is lunch time [laughs]/
Respondent /[laughs]… it’s okay Mdm.
Me How old are you?
Respondent 22…

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Me So… how long have you been studying in this institution?
Respondent 4 years…
Me Ah… I see… what is your race?
Respondent Bidayuh.
Me Okay… what is your level of study?
Respondent Degree.
Me How long have you been using Blog in teaching and learning as you
were trained to become a teacher?
Respondent 3 years.
Me So, how often do you access Blog?
Respondent Hmm… everyday when I go home.
Me Why do you use Blog?
Respondent For… err.. discussion.
Me I see… so it’s a discussion with your lecturers or friends or both?
Respondent Hmm… both.
Me Can you tell me, what is your purpose of using Blog?
Respondent Err… to learn.
Me In using Blog, what do you do most… in there?
Respondent Research. Hmm… research for e-books, err… assignment. I use more
often…err.. during exam like that to study.
Me Is it useful to study for your exams?
Respondent Yes.
Me How do you study using Blog?
Respondent I always download the slides… the things my lecturers put there
because it is useful when I want to do reference.
Me So, how do you collaborate with your lecturer… and other students
through Blog?
Respondent I discuss in the discussion portal. But it depends lah… some lecturers
never use the discussion. It they don’t use then no need for us to use
[laughs].
Me [laughs]. So, from your learning experiences using Blog, what is it that
you want to improve?
Respondent System very slow… and then… very susah want to use. Also… some
lecturers put too many stuff in there. I don’t know what to choose.
Some lecturers can put very nice and some very cincai lah!
Me The Blog is not so user-friendly ya…?
Respondent Ya… I use my phone to see also very difficult. Everything is so
small… very different from computer. But I don’t have computer at
home so what to do.
Me Then, how do you download the materials from Blog?
Respondent If download I use computer in the computer lab… library computer too.

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Me How are you taught to use Blog?
Respondent I teach myself Mdm.
Me Eh… they don’t teach you during orientation like your classmates?
Respondent Oh ya… [laughs] ya Mdm. College got teach me but I don’t really
understand so that’s why I say I teach myself [laughs].
Me I understand [laughs].
Respondent Are you assessed Blog?
Me 6 out of 10
Respondent Err.. what do you mean? Is that the marks you get for your participation
in Blog?
Me [laughs] no… Ms. [laughs] I give marks to Blackboard. Some
lecturers… if they put forum there then we have to answer. Some
lecturers don’t give marks in Blackboard.
Respondent How do you find your modules in Blog?
Me Ok lah…this one also depend on the lecturers. If like Ms XXX… she
put videos so we all like. Can learn a lot. If we need to read stories, Ms
XXX also scared we got bored, she also put audio so we can err… listen
and read together.
Respondent Wow… very impressive. Her class must be very interesting.
Me Ya…
Respondent How do you get motivated to use Blog?
Me To learn… and then for marks also…
Respondent I see… okay.. let’s say if you’re not going to get any marks for
accessing Blog, would you do it?
Me [laughs] maybe lah Ms. If no marks, maybe I don’t want to go there.
Maybe for exam only.
Respondent Okay… okay… what do you learn from your module by using Blog?
Me I don’t know Ms.
Respondent Why? Don’t you learn anything from your module by using Blog?
Me Got Ms… if I don’t understand then I will check the notes in Blog after
class to read. I understand better after that Ms.
Respondent Ah… that’s good. It is such a useful tools right?
Me Yes Ms… very useful if lecturer put very good information in there.
Respondent Oh ya… Mdm… if we are absent, we also refer to Blackboard. If the
lecturer got put the slides and the notes there, it’s okay to miss the class
because we also still can understand the lesson.
Me Ah… very good point there. So, if you were given to choose between
face-to-face learning and learning by using only Blog, which would you
choose and why?

51
Respondent I think lah Mdm… I prefer face-to-face because lecturer can guide us
personally.
Me How were you trained to use Blog here?
Respondent Ms during orientation bah Mdm but not enough.
Me Oh ya… [laughs] I did ask you that question. So, how long did it take
for you to get familiaar with the Blog?
Respondent Very fast Mdm. Only a few months.
Me What do you do when you have problems using Blog?
Respondent I will talk to the management Mdm… The administration will help us.
Me Your Blog right… allows you to access it for 24 hours and you can use
it at anytime and from anywhere you want. Is it useful like that?
Respondent Of course la Mdm.
Me What are the disadvantages of the use of Blog in teaching and learning?
Respondent Need to have laptop or computer. Quite troublesome lah Mdm… some
of us don’t have computers or laptop. Using smartphones too small.
Me Whoa… you’ve given me so much input and honest answers. Thank
you so much.
Respondent You’re welcome Mdm. Thank you to you too.

Transcript of Interview
(Lecturer Mr. Nordin Bin Seruji)

Race: Malay
Gender: Female
Length of service in IPG: 4 years

Me Hi there! You know why you’re here right?

Respondent [laughs] Yes I do.
Me We’ll just go straight to business ok? Just give me 15 minutes of your

52
 time.
Respondent [laughs] no problem.
Me How old are you?
Respondent I’m 49.
Me How many years have you been teaching here as a lecturer?
Respondent 4 years.
Me This means you’ve been using Blog for four years too, I pressume?
Respondent Yeah… should be.
Me Tell me, how often do you access Blog?
Respondent Only when I needed to Upload the assignment questions, retrieve the
slides and online quizzes.
Me Where do you normally access the Blog?
Respondent Usually before enter my class [laughs]
Me [laughs] so… you’re well prepared -setting discussion question kind of
person [laughs]?
Respondent [laughs] yes I am. I need to manage it systematically.
Me Impressive. So Blog is very effective in improving your teaching
learning for teacher’s trainees?
Respondent Ah…. Definitely!
Me Why do you use Blog?
Respondent It is the requirement by the IPG, as a base fundamental preparing the
teacher’s trainee to be a teacher after graduate. But when I look into it,
it is just an additional method for pedagogy.
Me You don’t sound enthusiastic about it… why?
Respondent Despite its effectiveness, I think it’s a waste of money.
Me Yeah? Why so?
Respondent We’ve to pay about 100 plus to use this Blog and I don’t get the value
or the worth that I expected. Sure, it is effective when it comes to
learning for exam but not all lecturers utilize this. Some would just put
so much links that I don’t find useful at all…. And then there are also
lecturers who only use it for the sake of using it [laughs]. They only put
the slides that they use for the day in the Blackboard. I think… why
bother, right?
Me I understand why you think it’s not worth your money. Err.. is it
compusory for every student?
Respondent I guess so. My purpose is solely for exam, well… I do exchange
information about class assignments and do exercises too in the
Blackboard.
Me Is that what you do most in Blog?

53
Respondent I check assignments questions the most.
Me Okay… so how do you collaborate with your lecturer and other students
through the use of Blog?
Respondent Through discussions mostly… or forum. There are no other way to
collaborate through Blog unless through discussion or forum. Our
usage is restricted. We only get to go to where some lecturers want
students to go. If there’s no content, then you will view nothing.
Me What do you want to improve in your learning experiences in using
Blog?
Respondent All lecturers must keep the marks section updated to students. Because
students would like to know their marks or carry marks.
Me How are you taught through the use of Blog?
Respondent Through online group discussion.
Me How do students assessed their mark through Blog?
Respondent Ah… marks are given from individual answers.
Me Hmm…marks oriented too?
Respondent [laughs] it’s a tough world. That’s how life is.
Me [laughs] Our society is very exam-oriented huh?
Respondent Aha…
Me How do you find your modules in Blog?
Respondent It’s different from each module depending on the lecturer. Different
sections have different content, and err… it also depends on the courses
and the classes.
Me How do get you motivated to use Blog?
Respondent It’s the only way to get access to my notes and assignment questions.
So… in order to pass the semester, I just have to login to Blog. That’s
my motivation I guess… and if it’s compulsory because we are rated,
then I would defintely access Blog.
Me What do you learn from your module by using Blog?
Respondent By using phones, laptop, iPad but not phone cause the print is way too
small. It’s easy because there’s no need to print everything on paper
and bring it anywhere. Though…. It would be better if there are more
updates for the student rather than outdated materials that has been
recycling for years.
Me If you were given an option whether to learn face-to-face or by using
Blog, which would you choose and why?
Respondent I would rather conceive knowledge through learning face-to-face
although Blog can be considered as a good complement to face-to-face

54
 learning.
Me How were you trained to use Blog in this IPG?
Respondent During workshop and Team Building for lecturers.
Me And… how long did it take for you to get familiar with the Blog?
Respondent It took me about 6 months to totally master the way to use it.
Me What do you do if you face problem in Blog?
Respondent The admin is always ready to help. But so far… I don’t have serious
problem.
Me Blog allows you to access it 24 hours and you can work at your own
pace, how useful is that in using Blog?
Respondent Very useful and convenient.
Me Tell me how useful is the Blog to help you to communicate with your
students?
Respondent It’s more useful if the lecturers keep the notes and information updated
for students.
Me And… finally, what are the disadvantages of the use of Blog in
pedagogy?
Respondent Lecturers substituting it with face-to-face communication.
Me Hmm… thank you so much for your feedback.
Respondent You’re welcome Mdm.

55
Photographs data

56
57
58
59
APPENDIX 3: EXAMPLE OF CODING PROCESS DURING ANALYSIS
Findings Students’ Blog improves Implementations Problems/
experiences learning of Blog usage Issues
Colour
coding

OSERVATION RECORD

NAME OF OBSERVER: Florina Anak Sigay

PURPOSE OF To Understand the Blog Usage in teaching and
Learning at Institut Pendidikan Guru Kampus Tun
OBSERVATION:
Abdul Razak
DATE OF OBSERVATION: 28 July 2019
TIME OF OBSERVATION: 9.00am – 12.00 pm
NAME OF INSTITUTION: Institut Pendidikan Guru Kampus Tun Abdul
Razak, Kota Samarahan, Sarawak
SUBJECT OBSERVED: TSL3023 Literature in English
TOPIC: Introductions
SUB-TOPIC: History
LEVEL OF STUDY: B.ed (TESL)
NO. OF STUDENTS: 2
NO. OF LECTURER: 1
AGE RANGE: 18 – 22
DESCRIPTION OF :
PHYSICAL SETTING: The classroom appears comfortable with suitable
lighting, air-conditioned and with sufficient
amenities such as desktop computer for the lecturer
to conduct their teaching, and a projector. Internet
connection is available too for both academic staff
and students.
SOCIAL ENVIRONMENT: Students arrived earlier than the lecturer and they
appeared very relaxed and knew each other very
well. They collaborated well in terms of discussion
and resolving conflicts. Non-verbal communication
such nodding their heads in agreement suggest they
participate in the classroom activity.
PARTICIPANTS AND THEIR Lecturer:
ROLES IN THE SETTING: The lecturer conducted the class according to the

60
 lesson plan i.e. set induction, and introduction of
the topic before she delved deeper into the lesson.
The content of the lesson was already uploaded into
the Blog database – the Blackboard. The lecturer
retrieved the materials from the Blog conveniently.

Students:
Most students are very responsive in the classroom.
Mostly come to class prepared if they have done
their readings based on the topic discussed for that
day- Introductions of Literature. Students who were
less responsive admitted that they have not come
prepared although the materials have been posted in
the Blog database by the lecturer earlier.
IMPACT ON THE I noticed that the use of Blog can help both lecturer
OBSERVED SITUATION (IF and students in reducing workload, and pre-class
ANY): preparation if the students take their time to review
the uploaded materials before class.
OBSERVATION
TEACHING
TIME: ACTIVITY: MATERIAL
9.00 – 9.20 am  Lecturer outlined learning  Whiteboard
outcomes.  Students refer
 Lecturer recap previous to Blog
chapter.
 Lecturer discussed key-terms
and triggers to expand baseline
understanding and in the same
time setting up expectations,
9.20 – 9.40 am  Set induction- Lecturer  Slides from
presented real-life problem and Blog
how it can be understood

61
 through the study of this
chapter.
 Students contributed ideas on
the topic.
 Discussions were centred on
the common concept in
research.
9.40 – 10.00 am  2-way lecture- The lecturer  Assigned
guided the discussion and reading in Blog
occasionally paused
10.00 – 10.30 am  THINK AND SHARE - 2-way  Videos link in
interactions. Blog
 The lecturer asked students
questions to survey their
answers and motivation
towards the class.
10.30 – 11.00 am  SMALL GROUP  Text Reading
DISCUSSION - Students think in Blog
about the answer to a question  Links to other
posed by the instructor, and websites in
then discuss the question Blog
among each other. The
instructor selects students to
explain the consensus to the
class.
11.00 -11.40 am  GROUP PRESENTATION - A  Lecturer
communicative situation that upload pictures
allows its participants to and students do
express views and opinions and presentations
share with other participants. through Blog
 Lecturer uploaded students’  Projector
group work in Blog and

62
 showed them through projector.
REMARKS:
5. Students who utilized the use of Blog can benefit from it such as in reading the
materials beforehand so they can come prepared during class discussion while
students who do not utilized Blog will experience the opposite which can be
the issue and implication in this study. Student’s behaviour and willingness to
access the uploaded materials can influence their learning.
6. The use of Blog is colossal. The lecturer includes teaching materials such as
slides, videos, link to websites, and even textbook in PDF files. Quizzes can
be done online too and multiple choice questions will give students immediate
result. Students also retrieved assignment questions online and they are able
to check their plagiarism percentage before the due date using database like
Turnitin and resubmit their assignment before the due date. The terms and
conditions are up to the discretion of their respective lecturers.
7. The lecturers upload teaching materials at any time they want to. They can
access the Blackboard database from any where at any time. Lecturer can can
start any discussion in the database.
8. The use of Blog and students’ reaction in the use of it is conducted during the
observation. Future observations are recommended to look at the lecturers’
perception as well.

Transcript of Interview
(Student A)

Race: Chinese
Gender: Female
Length of study: 4 years

Me Hi! I would like to interview you about the Blog usage in your
studies… and also what is your perception on it.
Respondent Ya… [laughs]. My lecturer Mr. Nordin already informed me about it.
Me [laughs]… so… before I start, hmm… I would like to explain about this

63
 study that I am conducting. This study is to collect information from
you about the Blog usage…/
Respondent /Err… what is Blog?
Me Oh… it’s your blackboard. Well… before we begin, I just want to thank
you… and this interview will not take long yeah. I will probably need
about… hmm.. 15 to 20 minutes of your time. Is that okay with you?
Respondent Yeah… no sweat. My dad will only come later.
Me I must tell you that… your answers are significant in this study. I assure
you complete anonymity and… the university where I’m study
(OUM)and of course… this IPG too will see the outcome of this
interview.
Respondent Oh.. okay.
Me So… you don’t mind signing this letter of consent? And oh… you may
want to read it first.
Respondent There you go…
Me Thanks. So tell me… how long have you been using Blog? Err.. by
saying Blog I mean your Blackboard. So, let’s clarify this. Each time I
say Blog, I will mean your Blackboard yeah?
Respondent Okay… I got it now. What was your question again? Sorry…
Me [laughs]… It’s okay. So, how long have you been using Blog?
Respondent I think… uh… it’s been about 4 years now. I started using Blackboard
since I entered IPG in 2015.
Me Oh… that’s quite a long time then. So, how often do you access the
Blog?
Respondent It’s like err… everyday! [laughs]…
Me Wow… everyday huh? Why do you access Blog everyday? And...
where do you normally access the Blog?
Respondent From home mostly. And when the lecturer is teaching too. I would just
err… open the Blackboard using my phone so I know what the lecturer
is saying.
Me Why do you access the Blog everyday again?
Respondent Oh ya… well… ah… mostly to access the lecture notes, assignment
questions and err… well that’s about it.
Me What about discussion? I heard your lecturer said something about
online discussion?
Respondent Yeah… but I will get notification first. Sometimes… through my email
or sometimes… through the Blackboard app that I already installed in

64
 my phone. Well… not only that, if there is a discussion, I will know
right away so that I can participate [laughs]…
Me What other things that you can do in Blackboard?
Respondent Well… sometimes some lecturers will have online quiz. Like… err..
MCQ questions and we get our results right away. Some lecturers still
prefer quizzes on paper and… some like to give marks based on err…
discussions.
Me That sounds err… very useful=
Respondent =Yes! It is!
Me What do you think is the main purpose of using Blog?
Respondent I guess… so that… well… I think so that lecturers and students can
share notes.
Me What do you do most when you access each subjects’ Blog?
Respondent [laughs]…to check assignment of course! Every lecturer will put up the
assignment questions online. Then we have to download our
assignments there too through Turnitin. A good way to save paper I
think [laughs] but… sometimes it’s difficult to read things like the
writing...through computer. Maybe it’s too small… I think.
Me Do you collaborate with others through Blog? How?
Respondent We share ideas I guess… from simple quizzes.
Me Can you elaborate that for me? How do ah… sharing of simple quizzes
make you collaborate with others?
Respondent I think when the lecturer is giving us quizzes in Blackboard, we will use
the forum space to discuss on the questions [laughs]
Me But… [laughs] if it’s a quiz, then… you aren’t supposed to discuss it,
isn’t it?
Respondent [laughs]… well… it depends on the lecturer. Sometimes if the quiz has
time frame say for example… 1 hour only to answer 10 questions and
we are not allowed to discuss… then we don’t discuss… [laughs].
Me I see… what do you want to improve err… in your learning experiences
in using Blog?
Respondent I wish it is more user-friendly.
Me What do you mean by user-friendly? Is there any problem in it?
Respondent Not so complicated [laughs]… No… no problem in my Blog.
Me How complicated is the use of Blog?
Respondent Sometimes… the notifications did not specify which chapter and if…
let’s say a lecturer err… wish to put all the materials from the beginning
until the end of the course. And the things are not … what I mean is..

65
 the notification doesn’t specify which module. I have to go and log in
into my Blackboard in order to understand the postings. And one more
thing… the things that my lecturers upload. We have to download them
in order to view them. I wish everything is there… ready to view. So
that we don’t have to download anything. I think that procedure is a bit
too complicated.
Me I see… but other than that… no problem?
Respondent Yaa… no.
Me How are you taught through the Blog usage?
Respondent From the college.
Me [laughs].. I mean how do your lecturer teach you through Blog? Maybe
this question is a repetition [laughs]
Respondent [laughs]… actually hmm… the lecturer did not guide us through
Blackboard. They all assume that we already know [laugh]. They just
told us to… prepare our readings by loggin in to our Blackboard
psychology before class.
Me Is there any mark given by your lecturer when you use Blackboard?
Respondent Yes… the participation marks. Sometimes… our lecturers also see our
participation in discussion.
Me Based on what your lecturer told me, they can see the activity that you
do in the database.
Respondent [laughs]… yes I think so too. They will email students who are not
active.
Me How do you find your modules in the Blog?
Respondent So far… my modules are very effective. It depends on the lecturer
also… some lecturers will put videos that I think is very interesting and
some only upload a lot of reading materials.
Me That’s good to know. Hmm… how do you get motivated to use Blog? I
noticed a few students just now did not read the assigned materials
before coming to class.
Respondent I’m motivated to use the Blog because … I think… because we have
easy access to notes. I always make sure I am prepared for this subject
hmm… because this subject is very difficult. In literature, if we don’t
read the story that our lecturer upload… then, during class, we will not
know what to discuss… or what the lecturer is talking about. This
lecturer is quite strict but very good lah… because she will not tell us

66
 the story if we don’t read. She always said that we are responsible for
our own learning. I also will…. Use a lot of Blackboard when it is close
to exam time. It’s easy to access the our notes.
Me What do you learn from your module by using Blog?
Respondent [laughs]… I don’t know.
Me [laughs]… since you’re saying that you learn from Blackboard before
exam… I think you learn a lot from your module. They are complete?
Do you need any other material hmm… for you to learn before exam?
Respondent I see…[laughs]… the materials online is quite complete but… also
depend on the lecturer. Some lecturers put every bit of information
while others err… just put a bit. I will use the reference book or Google
[laughs].
Me Now… let’s see if you… err… given an option to learn either face-to-
face or by using Blog only, which would you choose and why?
Respondent Hmm… I think I will definitely choose face-to-face as meeting as
meeting up makes it easier to share and exchange information.
Me Now, let’s talk about when you first using Blog. How were you trained
to use it in this IPG?
Respondent Let me try to remember…[laughs]. It was such a long time already…
Oh ya… during orientation! I was taught how to use it during our
orientation time.
Me So, how long did it take for you to get… familiar with it?
Respondent I think… about one year.
Me What do you do if you face problem in using Blog?
Respondent Whenever we have problems in Blackboard, err… we usually contact
our lecturer first… and if the lecturer cannot help us… hmm… we will
consult the course coordinator.
Me Now, Blog allows you to access it 24-7, and… you can also work at
your own pace at your own time and place right=
Respondent Yes…
Me So… how useful is it?
Respondent I think it’s very useful because it’s on the go. I can use my phone or
home computer from any where as long as I have internet access.
Me Is it useful to help you in your studies?
Respondent Oh… very efficient.
Me I’ve always wondered, how much do you have to pay to use
Blackboard?
Respondent If I’m not mistaken, I’ve to pay around one hundred something every

67
 semester.
Me Okay… finally my last question… What do you think is the
disadvantages of the use of Blog in teaching and learning as the
preparation before you posted to the school as a teacher?
Respondent I think teachers do not get to meet their students in person so… there is
no proper communication. Nothing beats face-to-face... really.
Me Wow… you have given me so much input. I really thank you for… you
know…. being here just to answer my questions.
Respondent [laughs] no sweat… the honour is all mine.
Me It looks like I’ve taken more than promised. I’m so sorry for that.
Respondent It’s okay Mdm. I’m waiting for my dad to pick me up anyway.

Transcript of Interview
(Student B)

Race: Bidayuh
Gender: Female
Length of study: 4 years

Me Hi there! I’m pleased to meet you. How are you today?

68
Respondent Ah… I’m fine… thank you.
Me Thank you so much for participating in this interview. So, like I’ve
explained earlier… err… the purpose of this interview… and oh!
You’ve also signed the consent letter? Thank you!
Respondent You’re… welcome Mdm.
Me Let’s begin right away okay… I don’t want to make you go hungry
because it is lunch time [laughs]/
Respondent /[laughs]… it’s okay Mdm.
Me How old are you?
Respondent 22…
Me So… how long have you been studying in this institution?
Respondent 4 years…
Me Ah… I see… what is your race?
Respondent Bidayuh.
Me Okay… what is your level of study?
Respondent Degree.
Me How long have you been using Blog in teaching and learning as you
were trained to become a teacher?
Respondent 3 years.
Me So, how often do you access Blog?
Respondent Hmm… everyday when I go home.
Me Why do you use Blog?
Respondent For… err.. discussion.
Me I see… so it’s a discussion with your lecturers or friends or both?
Respondent Hmm… both.
Me Can you tell me, what is your purpose of using Blog?
Respondent Err… to learn.
Me In using Blog, what do you do most… in there?
Respondent Research. Hmm… research for e-books, err… assignment. I use more
often…err.. during exam like that to study.
Me Is it useful to study for your exams?
Respondent Yes.
Me How do you study using Blog?
Respondent I always download the slides… the things my lecturers put there
because it is useful when I want to do reference.
Me So, how do you collaborate with your lecturer… and other students
through Blog?
Respondent I discuss in the discussion portal. But it depends lah… some lecturers
never use the discussion. It they don’t use then no need for us to use
[laughs].
Me [laughs]. So, from your learning experiences using Blog, what is it that

69
 you want to improve?
Respondent System very slow… and then… very susah want to use. Also… some
lecturers put too many stuff in there. I don’t know what to choose.
Some lecturers can put very nice and some very cincai lah!
Me The Blog is not so user-friendly ya…?
Respondent Ya… I use my phone to see also very difficult. Everything is so
small… very different from computer. But I don’t have computer at
home so what to do.
Me Then, how do you download the materials from Blog?
Respondent If download I use computer in the computer lab… library computer too.
Me How are you taught to use Blog?
Respondent I teach myself Mdm.
Me Eh… they don’t teach you during orientation like your classmates?
Respondent Oh ya… [laughs] ya Mdm. College got teach me but I don’t really
understand so that’s why I say I teach myself [laughs].
Me I understand [laughs].
Respondent Are you assessed Blog?
Me 6 out of 10
Respondent Err.. what do you mean? Is that the marks you get for your participation
in Blog?
Me [laughs] no… Ms. [laughs] I give marks to Blackboard. Some
lecturers… if they put forum there then we have to answer. Some
lecturers don’t give marks in Blackboard.
Respondent How do you find your modules in Blog?
Me Ok lah…this one also depend on the lecturers. If like Ms XXX… she
put videos so we all like. Can learn a lot. If we need to read stories, Ms
XXX also scared we got bored, she also put audio so we can err… listen
and read together.
Respondent Wow… very impressive. Her class must be very interesting.
Me Ya…
Respondent How do you get motivated to use Blog?
Me To learn… and then for marks also…
Respondent I see… okay.. let’s say if you’re not going to get any marks for
accessing Blog, would you do it?
Me [laughs] maybe lah Ms. If no marks, maybe I don’t want to go there.
Maybe for exam only.
Respondent Okay… okay… what do you learn from your module by using Blog?
Me I don’t know Ms.
Respondent Why? Don’t you learn anything from your module by using Blog?
Me Got Ms… if I don’t understand then I will check the notes in Blog after

70
 class to read. I understand better after that Ms.
Respondent Ah… that’s good. It is such a useful tools right?
Me Yes Ms… very useful if lecturer put very good information in there.
Respondent Oh ya… Mdm… if we are absent, we also refer to Blackboard. If the
lecturer got put the slides and the notes there, it’s okay to miss the class
because we also still can understand the lesson.
Me Ah… very good point there. So, if you were given to choose between
face-to-face learning and learning by using only Blog, which would you
choose and why?
Respondent I think lah Mdm… I prefer face-to-face because lecturer can guide us
personally.
Me How were you trained to use Blog here?
Respondent Ms during orientation bah Mdm but not enough.
Me Oh ya… [laughs] I did ask you that question. So, how long did it take
for you to get familiaar with the Blog?
Respondent Very fast Mdm. Only a few months.
Me What do you do when you have problems using Blog?
Respondent I will talk to the management Mdm… The administration will help us.
Me Your Blog right… allows you to access it for 24 hours and you can use
it at anytime and from anywhere you want. Is it useful like that?
Respondent Of course la Mdm.
Me What are the disadvantages of the use of Blog in teaching and learning?
Respondent Need to have laptop or computer. Quite troublesome lah Mdm… some
of us don’t have computers or laptop. Using smartphones too small.
Me Whoa… you’ve given me so much input and honest answers. Thank
you so much.
Respondent You’re welcome Mdm. Thank you to you too.

Transcript of Interview
(Lecturer Mr. Nordin Bin Seruji)

71
Race: Malay
Gender: Female
Length of service in IPG: 4 years

Me Hi there! You know why you’re here right?

Respondent [laughs] Yes I do.
Me We’ll just go straight to business ok? Just give me 15 minutes of your
time.
Respondent [laughs] no problem.
Me How old are you?
Respondent I’m 49.
Me How many years have you been teaching here as a lecturer?
Respondent 4 years.
Me This means you’ve been using Blog for four years too, I pressume?
Respondent Yeah… should be.
Me Tell me, how often do you access Blog?
Respondent Only when I needed to Upload the assignment questions, retrieve the
slides and online quizzes.
Me Where do you normally access the Blog?
Respondent Usually before enter my class [laughs]
Me [laughs] so… you’re well prepared -setting discussion question kind of
person [laughs]?
Respondent [laughs] yes I am. I need to manage it systematically.
Me Impressive. So Blog is very effective in improving your teaching
learning for teacher’s trainees?
Respondent Ah…. Definitely!
Me Why do you use Blog?
Respondent It is the requirement by the IPG, as a base fundamental preparing the
teacher’s trainee to be a teacher after graduate. But when I look into it,
it is just an additional method for pedagogy.
Me You don’t sound enthusiastic about it… why?
Respondent Despite its effectiveness, I think it’s a waste of money.
Me Yeah? Why so?
Respondent We’ve to pay about Rm10 to use this Blog and I don’t get the value or
the worth that I expected. Sure, it is effective when it comes to learning
for exam but not all lecturers utilize this. Some would just put so much
links that I don’t find useful at all…. And then there are also lecturers
who only use it for the sake of using it [laughs]. They only put the

72
 slides that they use for the day in the Blackboard. I think… why bother,
right?
Me I understand why you think it’s not worth your money. Err.. is it
compusory for every student?
Respondent I guess so. My purpose is solely for exam, well… I do exchange
information about class assignments and do exercises too in the
Blackboard.
Me Is that what you do most in Blog?
Respondent I check assignments questions the most.
Me Okay… so how do you collaborate with your lecturer and other students
through the use of Blog?
Respondent Through discussions mostly… or forum. There are no other way to
collaborate through Blog unless through discussion or forum. Our
usage is restricted. We only get to go to where some lecturers want
students to go. If there’s no content, then you will view nothing.
Me What do you want to improve in your learning experiences in using
Blog?
Respondent All lecturers must keep the marks section updated to students. Because
students would like to know their marks or carry marks.
Me How are you taught through the use of Blog?
Respondent Through online group discussion.
Me How do students assessed their mark through Blog?
Respondent Ah… marks are given from individual answers.
Me Hmm…students marks are oriented too?
Respondent [laughs] it’s a tough world. That’s how life is.
Me [laughs] Our society is very exam-oriented huh?
Respondent Aha…
Me How do you find your modules in Blog?
Respondent It’s different from each module depending on the lecturer. Different
sections have different content, and err… it also depends on the courses
and the classes.
Me How do get you motivated to use Blog?
Respondent It’s the only way to get access to my notes and assignment questions.
So… in order to pass the semester, I just have to login to Blog. That’s
my motivation I guess… and if it’s compulsory because we are rated,
then I would defintely access Blog.
Me What do you learn from your module by using Blog?
Respondent By using phones, laptop, iPad but not phone cause the print is way too

73
 small. It’s easy because there’s no need to print everything on paper
and bring it anywhere. Though…. It would be better if there are more
updates for the student rather than outdated materials that has been
recycling for years.
Me If you were given an option whether to learn face-to-face or by using
Blog, which would you choose and why?
Respondent I would rather conceive knowledge through learning face-to-face
although Blog can be considered as a good complement to face-to-face
learning.
Me How were you trained to use Blog in this IPG?
Respondent During workshop and Team Building for lecturers.
Me And… how long did it take for you to get familiar with the Blog?
Respondent It took me about 6 months to totally master the way to use it.
Me What do you do if you face problem in Blog?
Respondent The admin is always ready to help. But so far… I don’t have serious
problem.
Me Blog allows you to access it 24 hours and you can work at your own
pace, how useful is that in using Blog?
Respondent Very useful and convenient.
Me Tell me how useful is the Blog to help you to communicate with your
students?
Respondent It’s more useful if the lecturers keep the notes and information updated
for students.
Me And… finally, what are the disadvantages of the use of Blog in
pedagogy?
Respondent Lecturers substituting it with face-to-face communication.
Me Hmm… thank you so much for your feedback.
Respondent You’re welcome Mdm.

74
Coding of photographic data

How VLE is
implemented?
Group work

Modules
uploaded by
lecturer

75
 Folder in the
module

Notes in the
module

Sample of
student’s
assignment

Turnitin Website
for assignment
submission

76
Course Information
contains weekly
schedule and topics

Lecturer
provides
introduction/
summary for
further
readings

Folders are
arranged
according
to topics

77
 Quiz: with
time limit,
after due date,
students
cannot access
the quiz
anymore

Students
need to
download
all the files
in order to
view them.
Online
viewing is
not
possible

Lecturer
includes
learning
outcome for
each folder so
students can
personally
measure their
understanding

78
 Example of a
video
uploaded by
lecturer to
enhance
learning

Discussion
questions
posted by
lecturer for
their next
class

Another
way of
presenting
learning
materials
by different
lecturer

79
Lecturer did
not put any
content

There is no
discussion

No
assignment
questions

Examples
of repeated
materials
and
redundant

80
Many
repetition,
VLE as
dumping
ground of
materials

Discussion
question

Insufficient
materials-
only three
files for the
course

81
 Link to other
websites

Audio file

82
APPENDIX 4: ANALYSIS MATRICES
Research To investigate To investigate if Blog improves To identify issues
Objectives: students’ teaching and learning in IPG and problems in
experiences in using Blog
using Blog
Research How do How does Blog usage implemented What are the
Questions: students view in IPG? issues and
Blog? problems of Blog
usage in IPG?
Findings Students’ Blog improves Implementations Problems/ Issues
experiences learning of Blog usage
Colour
coding
Key Positive Blog is a useful Hardware and Speed of the
findings experiences tools & very software Internet
effective if
trainees and
lecturers
utilise/maximise
its uses

83
 Able to Students are Lecturer as Costly
manage time motivated to do creator of content  Students pay
well/ pass in for Blog
exam and marks  Students need
driven to have own
Wi-Fi at
home and
mobile
 Need to buy
personal
computer or
laptop

Restricted in Enhance face-to- Different lecturer Smart phones not

Blog by face different styles in suitable
lecturer communication Blog  Screen too
and vice versa small
 Features are
disabled

Motivated Students who  Teaching Blog is not user-

only by exam missed class can materials friendly
and marks catch up easily  Links to other
and enhance websites
understanding  Audio &
after class video files
 Quizzes
Still prefer  Discussions/ Blog as dumping
face-to-face forums ground of
teaching  Marks materials
 Assignment  Unsuitable
questions materials
 Redundant
 Not updated
Institution is  Too many
very helpful
materials
 Too little
materials
Theories: Students take initiative and motivated to use Blog because of marks and
exams.
1. CET students will be intrinsically motivated to perform activities, which make
them feel competent and self-determining thus rewards and feedback can

84
 affect their intrinsic motivation by affecting their feelings of competence
and self-determination.
2. TRA a person’s intention to perform a particular behavior is influenced by the
person’s attitude toward performing the behavior and subjective norm

3. TPB one’s behavior which is guided by the beliefs about the consequences of
behavior, beliefs about the expectations of others and beliefs about the
presence of factors that facilitate or impede performance of the behavior
4. TC is relatively new in the digital age with a focus on the use of technology in
teaching and learning. Explanation through this theory states that learning
is a form of network that spreads and leads to many forms of knowledge.

APPENDIX 5: AUDIT TRAIL

CASE STUDY QUALITATIVE RESEARCH

Identification of key words/ Ideas from

Classroom Observation
Interview Transcripts
Photographic Data

Interview Transcripts
Classroom Observation
Photographic Data Coding

Concept Creation Research Objectives

&
Comparison & Reflection
Research Questions
Themes

Problems/
Blog How Blog Issues by using
Lectures 85
improves usage is Blog
&Students’
Experiences Theoretical Conjectureimplemented?
Learning
Student’s motivation
CET/TRA/TPB/TC