Use of Web 2.0 Tools for Marketing and Promotion of Library Services in Higher Education Institutes of Sindh

2018 ◽  
Author(s):  
Liaquat Ali Rahoo ◽  
Zameer Hussain Baladi ◽  
Sadia Arshad ◽  
Muhammad Ali Khan Nagar ◽  
Shahnawaz Rustamani
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Library Services ◽  
Web 2.0 Tools

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Application of Web 2.0 Tools in Libraries in Africa

2015 ◽  
pp. 85-112
Author(s):  
Tom Kwanya ◽  
Christine Stilwell
Keyword(s):  
Web 2.0 ◽  
Developed Countries ◽  
Current Status ◽  
Library Services ◽  
Social Web ◽  
Web 2.0 Tools ◽  
Reality Check ◽  
Library Users ◽  
Current Impact ◽  
The Way

The emergence of Web 2.0, the read/write social web, has prompted a momentous change in the way library users seek information, communicate, and collaborate. This trend is affecting the usability and relevance of libraries as the epicentres of information and knowledge. It is essential, therefore, that libraries adopt this technology to fit their services and products as closely as possible to the emerging lifestyles of the users. The application of Web 2.0 tools to conceptualise and deliver library services in developed countries is widely documented. In Africa, however, literature on this subject remains scanty. The authors conducted a reality check of the current status of the application of Web 2.0 tools in libraries, assessed the current impact of Web 2.0 on library services, identified the challenges African libraries face while adopting Web 2.0, and proposed ways to use Web 2.0 tools effectively in libraries in Africa.

scholarly journals Web 2.0 Use in Higher Education

2014 ◽  
Vol 17 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Michelle Rogers-Estable
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Instant Messaging ◽  
Alternative Analysis ◽  
Student Interactions ◽  
Extrinsic Factors ◽  
Web 2.0 Tools ◽  
Intrinsic Factors ◽  
Training Support ◽  
Teacher Student

Abstract This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.

Exploring the Adoptions by Students of Web 2.0 Tools for E-Learning in Higher Education

2019 ◽  
pp. 128-149 ◽  
Author(s):  
Liliana Mata ◽  
Georgeta Panisoara ◽  
Silvia Fat ◽  
Ion-Ovidiu Panisoara ◽  
Iulia Lazar
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Large Scale ◽  
Developed Countries ◽  
Education Quality ◽  
The European Union ◽  
Web 2.0 Tools ◽  
E Learning ◽  
Sustainable Economic Growth

Optimal public policies, including education, have been applied for the sustainable economic growth of the European Union. In European countries, the use of Web 2.0 tools for increasing the education quality is constantly expanding, even if it is divided into two categories. One category consists of developed countries, Organization for Economic Cooperation and Development (OECD) members where there are the strongest of computing tools companies. Another category consists of OECD partner countries which hopes to fulfill the OECD requirements. The main study aim is the exploration of Web 2.0 tools adoptions for e-learning in one OECD candidate. A case study details how behavioral perceptions have been applied. Thus, a survey containing questions about socio-demographic characteristics alongside respondents' perceptions related to Web 2.0 tools for e-learning in higher education was applied. The research outcomes confirm the students' limited knowledge of Web 2.0. Authorities must indicate what measures are necessary for large-scale adoption of all Web 2.0 tools useful for education.

Higher Education and Web 2.0

2016 ◽  
pp. 1738-1757
Author(s):  
Pedro Isaías ◽  
Sara Pífano ◽  
Paula Miranda
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Web 2.0 ◽  
Empirical Evidence ◽  
Current Theory ◽  
Lessons Learned ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Wiki Technology

The inclusion of Web 2.0 in education has been a polemic process comprised both with enthusiasm and scepticism. There is empirical evidence of Web 2.0's effective employment in educational contexts and it seems that the background of hesitation that has always accompanied Web 2.0's didactic progress is now more concentrated on questioning how to use it rather than whether or not it should be used. In light of this predicament, this chapter aims to analyse how some Web 2.0 tools are being used in higher education as well as to uncover what best practices should guide their successful deployment. This chapter begins by providing an overview of the advantages and disadvantages of using Web 2.0 pedagogically, and it then focuses on particular cases where educators have experimented with YouTube, wiki technology, and Twitter in their teaching settings. The lessons learned and the outcomes of their experiences are combined with current theory on Web 2.0 in education to serve as guidelines.

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