Apply Web 2.0 Tools to Constructive Collaboration Learning: A Case Study in MIS Course

2009 ◽  
Author(s):  
Hsiao-Ya Chiu ◽  
Shi-Zong Wen ◽  
Chieh-Chung Sheng
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Tools

scholarly journals Being an Instructional Designer: A Job requiring Innovation and Trust | Être conseiller ou conseillère pédagogique, un travail d’innovation et de confiance

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Serge Gérin-Lajoie
Keyword(s):  
Web 2.0 ◽  
Faculty Member ◽  
Technological Innovation ◽  
Instructional Designer ◽  
The Internet ◽  
Educational Strategies ◽  
Web 2.0 Tools ◽  
The Relationship ◽  
Copyright Material

This case study deals with the development and implementation of two online art courses. It outlines the concerns of the faculty member responsible for these courses and those of the instructional designer assisting him. The key design issues deal with the management of copyright material available via the Internet, the difficulty of implementing innovative educational strategies, and the use of new Web 2.0 tools. This case study highlights the challenges of the relationship between an instructional designer and a professor in the context of instructional and technological innovation.

scholarly journals Academist Perceptions on the Use of Web 2.0 Tools Through Maslow's Needs Hierarchy: A Case Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ezgi Pelin YILDIZ ◽  
Keyword(s):  
Web 2.0 ◽  
Human Life ◽  
Digital Technologies ◽  
Cultural Transformation ◽  
Digital Transformation ◽  
Hierarchy Of Needs ◽  
State University ◽  
Data Collection Tool ◽  
Web 2.0 Tools

The theory known as the ‘Maslow Hierarchy of Needs’, which was put forward by Abraham Maslow as a result of scientific studies, describes the basic requirements that guide human behaviour. In this hierarchical order, needs in five groups are physiological needs, safety needs, belonging and love needs, esteem needs and self-actualisation needs. Nowadays, it is not difficult to observe that human life has undergone a radical metamorphosis with digital transformation. With the cultural transformation triggered by digital technologies in the postmodern world, Maslow's theory has been transformed. In light of all this, in this study, based on Maslow's transforming hierarchy of needs pyramid, it is aimed to reveal academician perceptions about the use of Web 2.0 tools. The study was conducted with a case study, one of the qualitative research methods. A case study is an empirical research method used, where more than one source of evidence or data is available. The study group of the research consists of 20 academicians working in different departments of a government state university. Academist perceptions’ interview form for ‘Use of Web 2.0 tools through the needs hierarchy of Maslow, which was developed by the researcher as a data collection tool’, was used in the research. The relevant form consists of demographic and open-ended questions. As a result, it has been observed that the views obtained from academics generally meet Maslow's Digital Needs Pyramid.

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.

Teaching a YouTube™ Course Online

2013 ◽  
pp. 323-344
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Integrating E-Learning 2.0 into Online Courses

2014 ◽  
Vol 10 (1) ◽  
pp. 49-60
Author(s):  
Steve Chi-Yin Yuen
Keyword(s):  
Web 2.0 ◽  
Online Courses ◽  
Learning Experience ◽  
Design Development ◽  
Instructional Approach ◽  
Web 2.0 Tools ◽  
E Learning

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students’ learning experience are examined. In addition, students’ preferred Web 2.0 tools are included, as well as their opinions regarding the e-learning 2.0 instructional approach.

scholarly journals The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania

2013 ◽  
pp. 404-418
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Academic Activities ◽  
Perceptions Of Students ◽  
Research Designs

The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA) in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate) and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.

Mode Neutral

2012 ◽  
pp. 803-824
Author(s):  
Brian Smith ◽  
Peter Reed
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Collective Intelligence ◽  
Virtual Learning Environment ◽  
Evidence Based ◽  
Learning Space ◽  
Pedagogical Model ◽  
Web 2.0 Tools ◽  
Contemporary Education

This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

Teaching a YouTube™ Course Online

2015 ◽  
pp. 364-380
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author's work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Using Web 2.0 Tools to Enhance the Student Experience in Non-Teaching Areas of the University

2010 ◽  
pp. 247-266 ◽  
Author(s):  
Lisa Cluett ◽  
Judy Skene
Keyword(s):  
Student Engagement ◽  
Web 2.0 ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Community ◽  
Student Experience ◽  
Web 2.0 Tools ◽  
The University

This chapter aims to provide an overview of the nexus between student learning and student engagement outside the classroom, and to highlight the importance of non-teaching units in contributing to student satisfaction. It discusses the role of non-teaching units (such as libraries, guilds, student services departments, and other bodies) in creating online communities using Web 2.0 tools. The chapter uses the NODE project hosted by the University of Western Australia as a case study to demonstrate how some of these principles can be put into action. The significance of non-teaching units is confirmed, in addition to providing recommendations for fostering greater collaboration between staff and advice on setting up a Web 2.0-based online community in a university.

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