Measuring the Effect of Use Web 2.0 Technology on Saudi Students’ Motivation to Learn in a Blended Learning Environment

In this study, a survey is conducted to examine learners’ perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students’ perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher’s observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

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Application of Web 2.0 Technology to Cooperative Learning Environment System Design of Football Teaching

Wireless Communications and Mobile Computing ◽

10.1155/2022/5132618 ◽

2022 ◽

Vol 2022 ◽

pp. 1-9

Author(s):

Hui Lin

Keyword(s):

Cooperative Learning ◽

Learning Environment ◽

Web 2.0 ◽

System Design ◽

Mobile Learning ◽

Educational Administration ◽

Learning System ◽

Interactive System ◽

Learning Technology ◽

Web 2.0 Technology

In general, web 2.0 technology serves as an educational tool for teaching and learning aspects. The study is aimed at exploring the interactive system of football teaching in the information technology era. The coach and players will utilize the mobile learning resources to get effective learning about the fun. Using mobile learning technology, the coach has to implement different modes to make the players learn about the game. The study implemented the convolutional neural network (CNN) algorithm to evaluate the accuracy of using web 2.0 technology to cooperative learning environment system design of football teaching. The results show that the network teaching interactive learning system of football courses based on web 2.0 can achieve the intended function of the college educational administration management system.

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Universiteto edukacinės aplinkos ir studento asmeninės mokymosi aplinkos sąveikos veiksniai naudojant saityną 2.0

Informacijos mokslai ◽

10.15388/im.2013.0.1589 ◽

2013 ◽

Vol 63 ◽

pp. 91-112 ◽

Cited By ~ 1

Author(s):

Gintarė Valinevičienė

Keyword(s):

Learning Environment ◽

Web 2.0 ◽

Educational Environment ◽

Psychological Climate ◽

Learning Ability ◽

Environment Interaction ◽

Personal Learning ◽

Personal Learning Environment ◽

Web 2.0 Technology ◽

Material Conditions

Greita technologijų kaita pakeitė žmonijos įpročius iš informacijos kaupimo į informacijos keitimąsi ir socialinių tinklų kūrimą. Tačiau mokslinėje literatūroje pasigendama analizės, kokie veiksniai leidžia studentams pasinaudoti saityno 2.0 aplinkomis sėkmingoms studijoms universitete. Straipsnio tikslas – atskleisti, kokie universiteto studijų programos edukacinės aplinkos veiksniai padeda studentams kurti savo asmenines mokymosi aplinkas saityno 2.0 technologijų pagrindu. Analizuojami edukacinės ir studentų asmeninės mokymosi aplinkos formavimosi teoriniai aspektai, pateikiamos saityno 2.0 naudojimo universiteto edukacinėse aplinkose galimybės ir veiksniai.Reikšminiai žodžiai: edukacinė aplinka, asmeninė mokymosi aplinka, potenciali mokymosi aplinka, saitynas 2.0.University educational environment and student personal learning environment interaction using Web 2.0Gintare ValinevičienėSummaryScholars widely discuss the Web 2.0 usage in higher education. This study aims to reveal what university study programme educational environment factors empower Web 2.0-based students’ personal learning environment formation. As a conclusion, five main factors are shown: 1) students’ abilities (student’s ability to use Web 2.0 technology, self-directed learning ability, material conditions), 2) teacher’s abilities (teacher’ skills to use Web 2.0 technology, ability to empower students’ learning); 3) institutional conditions (“student-centred” orientation, material conditions); 4) psychological climate (cooperation, tolerance), 5) educational environment organization (setting learning objectives, attractive curriculum, stimulating activities, accessibility of information resources).

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