Impact of Learning Styles on Student Blogging Behavior

The use of blogs in educational contexts has been gaining popularity in recent years. While there are many case studies already available, few have been investigating the relationship between students´ learning styles and their blogging behavior. In this paper, we use the Felder-Silverman learning style model to empirically analyze effects on blogging behavior in an undergraduate computer science course on software architectures and web technologies. While results show that blogging behavior is generally not much affected by learning style, we found some significant differences in the type of participation in blogging activities between active and reflective learners and between sequential and global learners.