Integration of Technology in

Using educational blogs promotes the improvement of online learning by creating a peer dialogue in the form of a reader response or a question-and-answer sequence. The present study explores interpersonal and group interactions using blogs. The findings show that, as predicted by the theory of electronic propinquity (TEP), the feeling of nearness transmitted by students via blog posts positively related to students ’ interpersonal online interactions. According to the hypothesis, private authorship in personal blogs affected group interaction patterns in comparison to multi-authored wikis. While educational blogs promoted communication among all course students, wiki interactions were affected by student offline former acquaintance and social contact. The present study findings suggest some recommendations concerning the use of educational blogs in order to encourage student interactivity: (1) projecting nearness to audience, (2) sharing thoughts, work experiences and feelings related to learning or personal experiences rather than providing information, (3) calling for feedback, and (4) responding to peers ’ comments