A.A. Ozok and P. Zaphiris (Eds.): Online Communities, HCII 2011, LNCS 6778, pp. 3–11, 2011. © Springer-Verlag Berlin Heidelberg 2011 Promoting Reflective Learning: The Role of Blogs in the Classroom Rahayu Ahmad and Wayne G. Lutters Department of Information Systems, University of Maryland Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, USA {arahayu1,lutters}@umbc.edu Abstract. The enthusiasm for adopting social media technologies should be tempered by a critical, empirical understanding of how they facilitate an effective learning envionrment. This study analyzed blog use in two graduate- level university courses, specifically identifying reflective learning markers in 279 blog entries. This analysis was deepened with follow-up interviews of several top bloggers. The reflective bloggers were characterized as being comfortable with their audience, having a deeper thought process, enjoying the interaction, and progressing well throughout the semester. Our results suggest guidlines for effective use of blogging in the classroom to support reflective learning. 1 Introduction Web 2.0 technologies like web blogs (blogs) and wikis have received great interest as a means of innovation in the classroom. The enthusiasm for adopting these technologies should be tempered by a critical, empirical understanding of how they facilitate a conducive learning environment. Ideally, students should take active roles in constructing new knowledge and have skills to critically examine their assumptions and beliefs. These are known as reflective learning skills, which have been recognized as a essential component of life long learning [6]. Some researchers have claimed that blogs are “effective at supporting reflective learning more so than other technologies” [26, p. 1656]. Despite the attractiveness of these arguments, many of the studies claiming the appropriateness of blogs for reflective learning fail to provide evidence from student’s blog entries to support their assertions [23][27]. There is a dearth of empirical work that can thoughtfully guide educators on the correct use of blogs to support reflective learning. For example, in a study involving 56 students in a teacher education program, only five expressed any interest in incorporating blogs in their own classrooms after experimenting with blogs. The primary reason cited was that they were unable to see how the blogs could facilitate reflective learning [11]. Contributing to our understanding of the impact blogging can have on reflectice learning, this study examines actual students’ blogs entrees for identifying markers of reflective thinking, and does not rely merely on self-report perceptions of blogging.