Making learning and Web 2.0 technologies work for higher learning institutions in Africa

2012 ◽  
Vol 29 (2) ◽  
pp. 90-107 ◽  
Author(s):  
Edda Lwoga
Keyword(s):  
Web 2.0 ◽  
Higher Learning ◽  
Web 2.0 Technologies ◽  
Learning Institutions

scholarly journals Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

2021 ◽  
pp. 295-306
Author(s):  
Isyaku Hassan ◽  
Musa BaraU Gamji ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Eastern Mediterranean ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Tools ◽  
Web Based ◽  
Inadequate Knowledge ◽  
Group Interviews ◽  
Learning Institutions

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

The Use of Web 2.0 Technologies by Students from Developed and Developing Countries

2012 ◽  
pp. 411-441
Author(s):  
Nuddy Pillay
Keyword(s):  
Developing Countries ◽  
Learning Styles ◽  
Web 2.0 ◽  
Language Proficiency ◽  
Developed Countries ◽  
Cultural Background ◽  
Web 2.0 Technologies ◽  
Learning Preference ◽  
Learning Institutions ◽  
The Web

Web 2.0 technologies have not had the impact many perceived they would in many higher learning institutions in both developing and developed countries. Its potentiality has hardly been realised. Great strides have been made in designing and using Web 2.0 technologies to help students learn in the cognitive (mental), behavioural (psychomotor), and affective (feeling) domains. The major challenge is the application of Web 2.0 technologies to the conative (will) domain, which relates to an individual’s intrinsic motivation to achieve goals. Students’ participation in the Web 2.0 learning environment is influenced by their cultural background, language proficiency, communication style, socio-economic and technological circumstances, learning styles, and prior knowledge. This chapter explores the participation from various groups of students from developed and developing countries. These students are located in learning environments within a tertiary institute, which are facilitated by Web 2.0 technologies. It observes that the students’ learning and successful participation in the Web 2.0 environment largely depends on the state of student’s conative domain and the interface between their cultural background and learning preference.

scholarly journals Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

2021 ◽  
Author(s):  
Isyaku Hassan ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Eastern Mediterranean ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Tools ◽  
Web Based ◽  
Inadequate Knowledge ◽  
Group Interviews ◽  
Learning Institutions

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

scholarly journals Needs of lifelong learning for professionalisation of industrial workers: Opportunities and challenges

2019 ◽  
Vol 25 (1) ◽  
pp. 65-73
Author(s):  
Zarina Kassim ◽  
Nor Aishah Buang ◽  
Lilia Halim
Keyword(s):  
Lifelong Learning ◽  
Tertiary Education ◽  
Higher Learning ◽  
Personal Satisfaction ◽  
Industrial Workers ◽  
Face To Face ◽  
Perceived Needs ◽  
Human Resource Department ◽  
The Government ◽  
Learning Institutions

Only 23% of Malaysian workforce has tertiary education compared to Organisation for Economic Co-operation and Development countries such as Singapore and Finland that have tertiary education with an average of 28% and around 35%, respectively. This study investigates perceived needs lifelong learning programmes for professionalisation among the workers. A survey was conducted on workers from the industries. Most of the workers felt that lifelong learning programmes provide personal satisfaction. In terms of perceived needs, workers from higher positions in industries need lifelong learning programmes to get better positions and better salaries as compared to those with lower positions in industries to get better job and education. Both groups have different preferences for means of learning whether face-to-face or online learning. The implications are that the government has to change their policy in terms of requirement for these companies to register with the Human Resource Department Fund so that their workers be subsidised for attending lifelong learning programmes and to encourage the participation of public higher learning institutions for providing online and weekend lifelong learning programmes to the workers.

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