'Educational Development Unit, University of Greenwich'
Abstract
This paper discusses the implementation of blog writing within a final year undergraduate module as a way of providing a type of inclusive writing. A mixed-methods approach is employed, with the aim of exploring whether blogging affords students with a means to engage with and take ownership of their writing and learning. Drawing on both tutor and students’ experiences and perceptions, we propose that blogging has the potential for fostering greater student engagement
