Producción de ensayos argumentativos mediante el uso del blog educativo: ventajas y limitaciones en el contexto universitario

This article analyzes a pedagogical experience focused on the use of an educational blog as a mediating tool in the production of argumentative essays. The purpose was to assess its advantages and limitations among first-year students in the Agronomic Engineering program at UNAN-FAREM, Chontales. The study was framed within action research and followed a qualitative interpretive approach. Twenty-two students, organized into 11 pairs, participated in a nine-meeting teaching sequence through the classroom blog “Vive tus argumentos”. Data were obtained from the teacher’s journal, diagnostic texts, blog posts and comments, evaluation questionnaires, drafts, and final versions of the essays. The findings show that the blog supported the monitoring of the writing process, feedback, peer interaction, critical thinking, and learner autonomy. Limitations were also identified concerning available time, internet connectivity, access to equipment, technology skills, and unequal participation. It is concluded that the educational blog is a relevant tool for teaching argumentative writing, provided that its use is accompanied by pedagogical mediation, adequate access conditions, and systematic opportunities for revision and rewriting.