Literature Review – Further Research on the Use of Blogs, Wikis, and Podcasts
So, I had a change of thought over the course of the week and finally arrived on it tonight. The original plan was to include a literature review section on training efficacy. In reflecting on the lit. review and purpose of the dissertation it is not to measure training efficacy at all. Rather the intent is to measure the impact of blogs, wikis, and podcasts in training on Millennial work performance. As such, I do not feel (and I’m not 100% sure on this) that an extensive review on the measurement of training is needed. In fact, it seems a little tangential.
This is supported by the UOP literature review checklist which does not call for a review of the measurement devices used in the proposed research. This is something that can be stated in Chapter 3 as I move ahead.
Despite my rationale, I have engage my mentor in feedback to determine if the training efficacy is truly needed. If not, super…if so, I’ll add it. We both want something we can be proud of putting our names on in the coming year.
To this end, I extract the Need for Further Research sections out of the Blogs, Wikis, and Podcasts subsections and lumped them together in 1 section called…
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Researchers are realizing the increasing use of blogs, wikis, and podcasts in learning environments but not much is known about the quantitative impact of these collaborative learning technologies on learning or worker performance (Beldarrain, 2006). This section discusses gaps that exist in the literature and the need for further research regarding blogs, wikis, and podcasts in organizational learning environments.
Blogs
Literature regarding blogging demonstrates a wide interest in the use of blogs to aid in education and organizational knowledge building, like training, and does leave room for quantitative analysis. A review of the existing body of knowledge identifies gaps that provide researchers opportunity to fill through quantitative examination. A large qualitative research gap is an in-depth analysis of the motivations and habits of bloggers which would add to the understanding of the phenomenon (Huang et al., 2007). Quantitative analysis of blogs and blogging is also required. Qualitative claims of blogging cite the tool as an exemplary medium for group work and learner-centric instruction claiming that learners who participate in blogs are more aware and attuned to class activities (Flatley, 2005). Additionally, Ferdig and Trammell (2004) claim, based on qualitative research methods, that blogs in education increase interest and ownership in learning without providing quantitative support for the observed behavior. Another study examined the motivation and online collaboration of students using blogs in learning and claim that the use of blogs enhances learning without quantitative analysis supporting such a claim (West et al., 2006). The qualitative research and literature identify opportunities for organizations to educate and inform people through the use of blogs (Marken, 2006) but quantitative research regarding the blogging phenomenon is still needed (Nardi et al., 2004).
Wikis
The literature supporting wikis provides opportunities for more research, quantitatively analyzing claims, identified themes, and suggestions for continued study. Fleenor and Rego (2005) discuss the potential impact on the quality and quantity of communication taking place within an organization and fail to address what impacts could be realized with implementation of wiki technology. Dearstyne (2007) suggests that wiki implementation promotes efficient communication, reduces costs, and expands business potentials recognizing that no return on investment measurement is established and more study is needed. Initial findings suggest that wikis support more effective and impactful knowledge management and formal workplace learning practices but no quantitative research supports this claim (Raman et al., 2005; Beldarrain, 2006). Bean and Hott (2005) claim that more organizations are adopting wiki technology to enhance learning operations but do not address the quantity of adopting organizations or the impact of adopting wikis on learning and work performance. This gap is acknowledged by Schwartz, Clark, Cossarin, and Rudolf (2004) who call for more research on the impact of wikis in learning organizations.
Podcasting
Beldarrain (2006) suggests that podcasting is becoming a popular technology for learning buts cautions that more research is needed to accurately determine the impact of this technological innovation on learning. French (2006) agrees with the call for more research adding that no measurement exists on the impact of using podcasting on quality of learning. The potential exists for podcasts to change education and learning but no direct studies on learner performance exists (Jensen, 2007; Huntsberger & Stavitsky, 2007). Related to the need for more research on podcasting and learner performance is quantitative study on learner engagement and learner interactivity (Huntsberger & Stavitsky).
The ease of content creation and the potential for positive results makes podcasting a popular tool for organizations to adopt but no quantitative evidence supports the positive impact on performance statement (Vogele & Gard, 2006). Bahr (2006) claims that podcasts enhance return on investment measurements for corporations in terms of reaching a wider audience and quality of contact with audience members; however, no numeric evidence is offered supporting this claim. Qualitative and circumstantial evidence suggests that training operations will adopt podcasts into curriculum which impacts facilitation and student learning but literature does not exist to determine the nature of that impact (Beldarrain, 2006).
