The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from questionnaires, interviews, and content analysis of blog posts, the study reveals a set of mediating factors in individual, social and academic dimensions, among which students' perceived values of blogs play a critical role. Our findings have methodological and practical implications for researchers and teachers interested in academic blogs, especially for those in the field of teacher education.
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