eMUSE - Integrating Web 2.0 Tools in a Social Learning Environment

2011 ◽  
pp. 41-50 ◽  
Author(s):  
Elvira Popescu ◽  
Dan Cioiu
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Web 2.0 Tools

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes

2016 ◽  
pp. 195-211
Author(s):  
Moussa Tankari
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Web 2.0 ◽  
Team Work ◽  
Future Research ◽  
Task Completion ◽  
Web Based ◽  
Web 2.0 Tools ◽  
American Institution ◽  
Survey Results

This chapter reports on online student task completion activities as they engage in a learning environment that uses multiple Web 2.0 tools in two sections of a graduate level Educational Technology course at an American institution of higher education. Using a web-based Likert-type questionnaire to collect data from twenty-two participants, this chapter sought to investigate the relationship between working with multiple Web 2.0 tools and student task completion activities (following discussion threads, team work, and meeting assignment deadlines) in a network learning environment (NLE), what Web 2.0 tools students prefer the most in online learning environments, whether there is any gender difference in terms of task completion, and which activities presented more challenge to participants. The survey results indicate that no significant correlation exist between the variables. Finally, recommendations for future research are suggested.

Effective Virtual Learning Environment through the Use of Web 2.0 Tools

2014 ◽  
pp. 143-153
Author(s):  
Huseyin Bicen
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Web 2.0 Tools ◽  
Effective Learning ◽  
Positive Effects ◽  
The Web

The use of social networking sites and Web 2.0 tools is increasing. Research shows that education via Web 2.0 tools increases students' motivation and their interest in the learning. Therefore, a teaching environment can be created using social networking sites in which Web 2.0 tools allow effective learning. In this chapter, some of the Web 2.0 tools available for effective virtual learning environment creation are examined. Suggestions are provided regarding possible uses of tools such as Classmint, Pinterest, Voki, Screenleap, Pageflip-flap, Youtube, Prezi, Secondlife, Animoto, Sketchfu, and Quizrevolution, and their positive effects on students.

scholarly journals The critical thinking skills for digital writing in a learning environment supported by Web 2.0 tools/Las habilidades del pensamiento crítico durante la escritura digital en un ambiente de aprendizaje apoyado por herramientas de la web 2.0

1970 ◽  
Vol 12 (1) ◽  
Author(s):  
Gerzon Yair Calle Álvarez
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Web 2.0 ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Writing ◽  
Web 2.0 Tools

Este artículo es el resultado de una investigación que tuvo como objetivo analizar el desarrollo de las habilidades del pensamiento crítico durante la producción de textos digitales bajo ambientes de aprendizaje apoyados en herramientas de laweb 2.0, para contribuir a la comprensión de los procesos escriturales apoyados por las tecnologías de la información y la comunicación en la educación media. El enfoque asumido en el estudio fue mixto, participaron 32 estudiantes de gradoonce, quienes durante 11 sesiones elaboraron producciones escritas digitales en el marco de un ambiente de aprendizaje apoyado por herramientas de la web 2.0.

scholarly journals Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 41-55
Author(s):  
Ibrahim Adam
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Low Complexity ◽  
Learning Activities ◽  
Learning Needs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
Student Centred Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

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