Application of web 2.0 technologies in e-learning context

2010 ◽  
Author(s):  
Liyong Wan
Keyword(s):  
Web 2.0 ◽  
Learning Context ◽  
Web 2.0 Technologies ◽  
E Learning

Librarian as Collaborator

2010 ◽  
pp. 260-277 ◽  
Author(s):  
Susanne Markgren ◽  
Carrie Eastman ◽  
Leah Massar Bloom
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Learning Process ◽  
Academic Librarians ◽  
Web 2.0 Technologies ◽  
Collaborative Technology ◽  
Technology Center ◽  
E Learning

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.0 spaces with faculty, because they are already familiar with many web 2.0 technologies being used in these environments. The authors explore how libraries and librarians have traditionally served their patrons, and how the library is currently becoming a collaborative technology center serving increasingly tech-savvy students. With this in mind, the authors define e-learning 2.0 and examine the history behind the development of the concept. They also address the librarian’s role as it pertains to information literacy on campus and collaboration with faculty in order to facilitate the e-learning process. The chapter concludes with a focus on how librarians can help bring e-learning 2.0 into the classroom through faculty workshops, consultations, and embedding of librarians within classes.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

Social Issues and Web 2.0

2010 ◽  
pp. 613-629 ◽  
Author(s):  
Bolanle A. Olaniran ◽  
Hansel Burley ◽  
Maiga Chang
Keyword(s):  
Semantic Web ◽  
Web 2.0 ◽  
Digital Divide ◽  
Social Issues ◽  
Approaches To Learning ◽  
Cultural Issues ◽  
Learning Context ◽  
Technology Platforms ◽  
E Learning

Developing the foundations for intelligent applications that efficiently manage information is one goal of Web 2.0 technologies and the Semantic Web. As a result, the organization of Web 2.0 and other Semantic Web approaches to learning hold significant implications for learning, especially when one considers the role of cultures in learning and e-learning. Exploring how these technologies impact learning, this chapter focuses on social and cultural issues from potential users’ and learners’ standpoints. Furthermore, the chapter offers dimensions of cultural variability as a framework for its arguments. The chapter draws from existing literature and research to present implications of Semantic Web and Web 2.0, along with the issue of digital divide which is critical when exploring access to Web 2.0 technology platforms. The chapter ends by addressing key implications for Web 2.0 and the Semantic Web regarding usage and general effectiveness in the learning context.

Social Issues and Web 2.0

2013 ◽  
pp. 1456-1471
Author(s):  
Bolanle A. Olaniran ◽  
Hansel Burley ◽  
Maiga Chang
Keyword(s):  
Semantic Web ◽  
Web 2.0 ◽  
Digital Divide ◽  
Social Issues ◽  
Approaches To Learning ◽  
Cultural Issues ◽  
Learning Context ◽  
Technology Platforms ◽  
E Learning

Developing the foundations for intelligent applications that efficiently manage information is one goal of Web 2.0 technologies and the Semantic Web. As a result, the organization of Web 2.0 and other Semantic Web approaches to learning hold significant implications for learning, especially when one considers the role of cultures in learning and e-learning. Exploring how these technologies impact learning, this chapter focuses on social and cultural issues from potential users’ and learners’ standpoints. Furthermore, the chapter offers dimensions of cultural variability as a framework for its arguments. The chapter draws from existing literature and research to present implications of Semantic Web and Web 2.0, along with the issue of digital divide which is critical when exploring access to Web 2.0 technology platforms. The chapter ends by addressing key implications for Web 2.0 and the Semantic Web regarding usage and general effectiveness in the learning context.

E-Learning and Web 2.0

2014 ◽  
pp. 1-21 ◽  
Author(s):  
Mohamed Ali Bejjar ◽  
Younes Boujelbene
Keyword(s):  
Literature Review ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Fundamental Goal ◽  
Online Classrooms ◽  
The World ◽  
New Models ◽  
E Learning ◽  
And Training ◽  
Share Information

The fundamental goal of e-learning is to provide applications to share information, knowledge, and help learners in their learning activities efficiently and effectively by involving technologies. More recently, Web 2.0 has become a buzzword in education, and academics around the world have explored the potential of Web 2.0 technologies and online classrooms. Based on a literature review, this chapter focuses on the integration of pedagogical principles of virtual learning application of these new Web 2.0 technologies. The argument is that these tools provide an opportunity to design new models for education and training.

scholarly journals Web 2.0: A Movement within the Learning Community

2012 ◽  
Vol 4 (12) ◽  
pp. 625-631 ◽  
Author(s):  
Amira Mahmoud Ahmed
Keyword(s):  
Web 2.0 ◽  
Learning Community ◽  
Learning Opportunities ◽  
Sources Of Information ◽  
Web 2.0 Technologies ◽  
Multiple Sources ◽  
E Learning ◽  
Ready Access ◽  
Collaborative Learning Opportunities ◽  
Share Information

Web 2.0 technologies provide members of the learning community with new and innovative ways to create disseminate and share information both individually and collaboratively. This phenomenon has been termed e-Learning 2.0. However, e-Learning 2.0 is more than the application of these technologies in the learning community; it is a movement that is beginning to transform the nature of learning. In this paper we present and explain four Web 2.0 technologies - blogs, wikis, podcasts, and social networks - and look at how these technologies are currently being used by staff. We consider the use of Web 2.0 technologies by students to find and share information and to form support communities and then we explore a Web 2.0 pedagogical model that would connect students - tomorrow’s professionals - with today’s professionals in order to enhance student education through providing collaborative learning opportunities together with ready access to multiple sources of information and expertise.

E-Learning and Web 2.0

2016 ◽  
pp. 2150-2170
Author(s):  
Mohamed Ali Bejjar ◽  
Younes Boujelbene
Keyword(s):  
Literature Review ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Fundamental Goal ◽  
Online Classrooms ◽  
The World ◽  
New Models ◽  
E Learning ◽  
And Training ◽  
Share Information

The fundamental goal of e-learning is to provide applications to share information, knowledge, and help learners in their learning activities efficiently and effectively by involving technologies. More recently, Web 2.0 has become a buzzword in education, and academics around the world have explored the potential of Web 2.0 technologies and online classrooms. Based on a literature review, this chapter focuses on the integration of pedagogical principles of virtual learning application of these new Web 2.0 technologies. The argument is that these tools provide an opportunity to design new models for education and training.

Blogging as a Supportive E-Pedagogical Strategy in the Teaching Methodology of Economics

2019 ◽  
pp. 149-168
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Teaching Methodology ◽  
Learning Context ◽  
Postgraduate Students ◽  
Pedagogical Strategy ◽  
Online Tools ◽  
E Learning

In the past decade, Web 2.0 technologies, such as blogs, Twitter, Facebook, and WhatsApp, emerged as online tools for teaching and learning. One particular Web 2.0 e-learning tool, blogging, has emerged as a technology-integrated teaching strategy to engage and support students learning in contact, blended, and open distance learning spaces. The purpose of this chapter is to determine to what extent does blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics. A pragmatic approach, an exploratory mixed methods design and purposively sampled postgraduate students (n=209) in Teaching Methodology for Economics were selected. Results have shown that students do visit the blog platform for support daily. Furthermore, blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics showed statistically significant differences using blogging as a supportive e-pedagogical strategy in an open distance-learning context.

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