Instructional

Technologies Chart: Pros & Cons of Blogs and Reusable Learning Objects
Jennifer Dulek
Rocky Mountain University of Health Professions

Pros Cons
Blogs • Offer students the opportunity to • Can take time to consider and
learn from classmates comment (as compared to face-
• Students report that contributing to-face discussion, which
to blogs is easier than speaking in happens more instantaneously)
class which may promote • Some students may not benefit
participation fully due to tendency to “lurk,” as
• May improve writing and critical opposed to classroom discussion
thinking skills where they can be called on to
• Can be used for a variety of contribute
purposes, including: personal/ • Requires clear directions from
professional commentary, instructor regarding parameters
comments on questions, and and expectations
collaborative research • Requires self-motivation to
• Blog sites can be individualized contribute in a timely and self-
per instructor, course, or section beneficial manner
• Students report that the technical • Does not increase students’
skills needed to participate are ability to participate in face to
minimal face discussion, which is
• Promote reflection in allied necessary in practice
health students, which is • Research indicates that it takes
important for practice and time to develop the writing and
lifelong learning critical thinking skills necessary
• Allow for later review and for successful participation
retrieval of information • The long term impact of learning
• Allow time for contemplation and via blogs has not yet been
 consideration before responding established
• Offer access and connection to • Rely on writing skills to assess
classmates despite possible knowledge, and not all students
distance/time barriers may be competent or confident
• Allow opportunity to share writers
multimedia (photos, links, etc.)
Reusable Learning Objects (RLOs) • Offer students and instructors • Instructors must be clear about
flexibility in their use; can be their use and grading, as they
used in or out of the classroom, in may be optional or required,
groups or individually, for graded or ungraded
studying or as an assignment • May be difficult to locate,
• Allow increased face-to-face time especially within OT-related
with instructors if viewed before topics
class in a flipped classroom • Designed at a certain level and
model may be too simple or too complex
• Can be developed by content for certain lessons
experts and peer reviewed to • Require regular computer access
ensure quality of instruction for repeated use
• Address diverse learning needs • Must be aware of accessibility
of students issues for students with
• Can vary in design to appeal to disabilities
different learners: games, • Research to support use is still
simulations, mini lectures, etc. lacking
• Save instructor time and • Combination of several RLOs in
resources if readily available one lesson may result in
• Provide standardization between confusion or frustration for
instructors and programs student
• Allow students to access again to • Information contained within
learn at their own pace may become out of date and
• Research indicates that students require updating
 find them to be helpful to their • May not be accessible on all
learning devices
• User may encounter technical
difficulties or lack skills to access
• Require student insight and
motivation to view multiple
times to enhance learning


References

Blake, H. (2010). Computer-based learning objects in healthcare: The student experience. International Journal of Nursing

Education Scholarship, 7(1), 1-15.

Gee, B.M., Strickland, J., & Salazar, L. (2014). The role of reusable learning objects in occupational therapy entry-level

education. The Open Journal of Occupational Therapy, 2(4), 1-15.

Goldman, R.H., Cohen, A.P., & Sheahan, F. (2008). Using seminar blogs to enhance student participation and learning in public

health school classes. American Journal of Public Health, 98(9), 1658-1663.

Wright, L. & Lundy, M. (2012). Blogging as a tool to promote reflection among dietetic and physical therapy students during a

multidisciplinary international service-learning experience. Journal of Allied Health Online, 41(3), e73-e78.