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The pervasion of blog has brought an alternative to teachers and students to practice pedagogies and learning theories, such as ubiquitous and situated learning. Different from the time-consuming, high technical provision websites, blog becomes a low- benchmark tool for making individualized space and increasing social links. It is simple, open and interactive. By using blogs in courses, students can be independent learners in the community of practices which encourage collaborations in the learning process. This research aims to observe students' learning from field research to multimedia fieldnotes, and describes how blog is mobilized as a medium for re- presentation and agent for interaction, that to facilitate students in writing, maintaining, and sharing research fieldnotes. It also allows teachers to observe students' research progresses. Therefore, this paper proposes a "co-independent constructive pedagogy" suggesting the functions of blog can support students in Qualitative Research course to query and analyze issues individually, as well as to share and build up knowledge collectively. From blog articles we find that students can reach the state of understanding and build up dynamic social bound from the inter- subjectivity between self and community.