Realising the potential for web-based communication in learning and teaching is challenging for educators. In this paper, the authors examine students’ attitudes toward active learning when using an unrestricted blog in an academic context and whether this can be used to support reflective and critical discussion, leading to knowledge construction. The authors collected data using an online survey with questions on student perceptions of the type, frequency and effectiveness of their strategy. Analysis of the data was conducted using Bloom’s revised taxonomy. The research indicates that students must have prior familiarity with this form of communication technology to construct knowledge in an academic context. The authors conclude that effective learning will only emerge if informed by the student experience and perspective.