Web 2.0 project-based learning in higher education: some preliminary evidence

2009 ◽  
Vol 5 (4) ◽  
pp. 543 ◽  
Author(s):  
Francesca Grippa ◽  
Giustina Secundo
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Preliminary Evidence ◽  
Project Based Learning

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

2011 ◽  
Vol 19 (4) ◽  
pp. 333-349 ◽  
Author(s):  
Paul Kim ◽  
Ji-Seong Hong ◽  
Curtis Bonk ◽  
Gloria Lim
Keyword(s):  
Web 2.0 ◽  
Project Based Learning ◽  
Learning Space

scholarly journals Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

2021 ◽  
Author(s):  
Míriam Andrea Hernández-Barco ◽  
Jesús Sánchez-Martín ◽  
Florentina Cañada-Cañada ◽  
Isaac Corbacho-Cuello
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Prospective Teachers ◽  
Low Cost ◽  
Bologna Process ◽  
Project Based Learning ◽  
Science Field ◽  
Cognitive Improvement ◽  
Emotional Dimension ◽  
Scientific Subject

The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

Sign in / Sign up

Export Citation Format

Share Document