1. 6- 2012 Start

5.  Supports the teaching and learning environment
- Gaining knowledge,
- Improving critical thinking,
- Enhanced learning.
 Reach multi purposes such as:
- Enhancing sefl-learning.
- Developing skills.
- Improving communication.
- Supporting interactions.
Bellevue 2009; Franklin & Harmelen 2007; Hossain & Aydin 2010; Oravec 2002; Mylonas et al. 2004).

7. Intersection of web application
features that facilitate
participatory information sharing,
interoperability, user-centered
design.

11. Is the teacher is ready to deal with? Building
structure and modules fit with that?
Is the learners understanding the aim ?
What is the benefit?
Best integrating or beneficial integration? Don’t
know.
Do we need it ? And how we can deal with it?

13. Users has full control (teachers or
learners).
Different aims could be reach.
 People spend lots of time in internet, so
why not establish related websites to
connect with learning purposes.

14. Defined as a process that brings together
cognitive, emotional, and environmental
influences and experiences for acquiring,
enhancing, or making changes in one's
knowledge, skills, values, and world views.
(Illeris, 2004; Ormrod, 1995).
It is also thought of as the way in which
information is absorbed, processed, and
retained. "Learning Theories" are elaborate
hypotheses that describe how exactly this
procedure occurs.

18. list,
memorize,
recall,
repeat,
classify,
describe,
discuss,
explain,
identify
examine,
experiment,
question
compare,
contrast,
criticize
argue, defend,
judge, select,
support, value,
evaluate
Demonstrate
Employ
Operate
choose
assemble,
construct,
create, design,
develop,
formulate,
write
back

19.  There is alack of scientifically sound of
L.R determining the effectiveness of
elearning tools such as read/write web in
education (Downes, 2005).
 Authors, ignorance in terms of adaptation
(Alhojailan, 2012; Grosseck,2009)
 Authors has to conceders learners’ attitude
(Grosseck,2009)

20.  To understand the current practices of the
elearning and in particularly read/write web via
blog with learners in higher education.
 To investigate and to identify the factors that
influences the attitude of read/write web
applications in higher education from the
viewpoint of learners.
 To examine the impact of adoption of blog
services on the learners’ attitudes and
relationship between their attitudes and factors
that influence the utilization

21.  Questionnaire: Open ended, distributed in two
different period of time aiming to:
Measures the perception and the attitude for
learners; before and after the implementation.
 Interviews: Open ended, aimed to:
series of interview with few learners during the
study.
 Observation: Unstructured, will use direct and
indirect:
Demands deep understanding to support interview
information pre/post-questionnaire analysis.

22. W
1
W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17
Pre questionnaire
(T=26)
x
Pre- interviews
(T=14)
x
second interview
(T=1)
x
Third interview
(T=1)
x
Forth interviews
(T=3)
x
Fifth interview
(T1)
x
Sixth interview
(T=1)
x
Seventh interview
(T=1)
x
post questionnaire
(T=28)
x
Observation xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Time line for data collection during the empirical work

23. Miles & Huberman (1994) model for thematic analysis approached

25.  They gave their opinion based on what they
were expecting from the blog not on any
previous conceptions or biases
 Most of the learners were concerned about
the correct way to utilize the blog.
 At the end, The learners presented a
positive attitude, but in expecting terms.

27.  Interactivity, especially with instructor, i.e. with
content, communication, action, replay and so on.
 Communication and the features in second level
affected the implementation of blog.
 Small issues: original posts, short content, interactive
comments,
 Most learners wished that blog were regulated by
clear rules or [structures] !!

29. Compare between the number of posting and comments per weeks