Combining Web 2.0 technology and problem-based learning in a blended learning environment

Abstract. Global demands require the world of education to always adjust technological developments towards efforts to improve the quality of education. This study aims to determine the potential and needs of lecturers and students in biology classroom, which will be used as a base in the development of blended learning integrated with PBLRQA strategy (Problem-Based Learning and Reading, Questioning & Answering) on biology classroom. This research was a descriptive research. The results of this study showed that lecturers and students need a learning environment that integrates technology in learning, allowing students to communicate and obtain information from various sources. The use of technology in learning with blended learning integrated with PBLRQA strategy can create the learning environment more effective, efficient, and interesting, suitable with students' interest in the use of interactive media such as laptops and smartphones. By using technology, abstract material in biology can be more easily understood and problems related to biological learning expected to be resolved. Keywords: blended learning, PBLRQA, flipped class, biology learning.

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Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

BMC Medical Education ◽

10.1186/1472-6920-14-17 ◽

2014 ◽

Vol 14 (1) ◽

Cited By ~ 8

Author(s):

David A Back ◽

Nicole Haberstroh ◽

Andrea Antolic ◽

Kai Sostmann ◽

Gerhard Schmidmaier ◽

...

Keyword(s):

Pilot Study ◽

Learning Environment ◽

Blended Learning ◽

Problem Based Learning ◽

Learning Approach

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Active blended learning in medical education — Combination of WEB 2.0 problem based learning and computer based audience response systems

2009 22nd IEEE International Symposium on Computer-Based Medical Systems ◽

10.1109/cbms.2009.5255412 ◽

2009 ◽

Cited By ~ 2

Author(s):

Stathis Th. Konstantinidis ◽

Panagiotis D. Bamidis ◽

Eleni Kaldoudi

Keyword(s):

Medical Education ◽

Blended Learning ◽

Web 2.0 ◽

Problem Based Learning ◽

Audience Response ◽

Audience Response Systems ◽

Response Systems ◽

Computer Based

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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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Web 2.0 Technology Use by Students in Higher Education

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch015 ◽

2015 ◽

pp. 278-287 ◽

Cited By ~ 3

Author(s):

Rhoda K. Gitonga ◽

Catherine G. Murungi

Keyword(s):

Web 2.0 ◽

Group Work ◽

Problem Based Learning ◽

Discussion Forums ◽

Online Forums ◽

Web 2.0 Technologies ◽

African Countries ◽

Team Cooperation ◽

Online Discussion Forums ◽

Web 2.0 Technology

Web 2.0 technologies are technologies on the Internet such as blogs, wikis, and online forums that allow people to create, share, collaborate, and communicate their ideas. Blogs are known to enhance team cooperation and foster a learning community within the class. Wikis have been used to promote group work. Online discussion forums assist with problem-based learning. Facebook/Twitter have the potential to support social learning through community networking services such as wall pasting, chatting, content-sharing, and tagging. Despite the enormous potential and apparent cost effectiveness of new learning media for facilitating social-networked learning, problem-based learning, and promoting group work, its application by institutions of higher learning in developing African countries is low. The purpose of the study was to investigate the use of Web 2.0 technologies in teaching and learning in Kenyan universities. The researchers used surveys to collect data for this study. The findings reveal that the use of Web 2.0 technologies by students in Kenyan universities was quite low. Finally, other implications need to be explored in the context of the study, including the learners and the Web 2.0 technology resources available.

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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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