The Impact of Web 2.0 Tools on Economics Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2386-2399
Author(s):  
Ruhaida Saidon Et.al
Keyword(s):  
Web 2.0 ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Economics Education ◽  
Innovative Teaching ◽  
Web 2.0 Tools ◽  
And Performance ◽  
Learning Principles ◽  
The Impact

Economics education has been overly paired with traditional "chalk and talk" teaching methods. However, educators must shift the conventional teaching approach to more innovative teaching methods that allow students to engage more effectively in the learning process. This study attempts to evaluate the impact of Web 2.0 tools on students’ interaction and engagement in learning Principles of Economics course. The data on the lecturer's observation, together with the engagement and expectations of forty-four students in the Principles of Economic class were used in this study. This study adopted Gibbs Reflective Model in gathering and analyzing the data. The findings indicate that the application of Web 2.0 has increased the students’ engagement and performance in learning Principle of Economics and making teaching and learning more effective and interesting compared to traditional teaching method. The results imply that current Web 2.0 tools can be successfully integrated into Economics education.

The Impact of Web 2.0 in the Teaching and Learning Process

2016 ◽  
pp. 1592-1610
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Web Applications ◽  
Learning Context ◽  
Traditional Practice ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 represents the second generation of the Web applications, based on online services collaboration and sharing that promote different ways of interaction between people. These applications provide several collaboration and communication opportunities, like social interaction, feedback, conversation, and networking, thus being a perfect environment for the teaching and learning context. The main goal of this chapter is to present the most used Web 2.0 tools, their major advantages and disadvantages, and their specificity when used in the teaching and learning process. It is believed that their use can greatly improve the teaching and learning process and, consequently, the need to adjust the traditional practice to the new technological paradigm emerges.

The Impact of Web 2.0 in the Teaching and Learning Process

2014 ◽  
pp. 314-331
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Web Applications ◽  
Learning Context ◽  
Traditional Practice ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 represents the second generation of the Web applications, based on online services collaboration and sharing that promote different ways of interaction between people. These applications provide several collaboration and communication opportunities, like social interaction, feedback, conversation, and networking, thus being a perfect environment for the teaching and learning context. The main goal of this chapter is to present the most used Web 2.0 tools, their major advantages and disadvantages, and their specificity when used in the teaching and learning process. It is believed that their use can greatly improve the teaching and learning process and, consequently, the need to adjust the traditional practice to the new technological paradigm emerges.

scholarly journals Towards curriculum 2.0: Library/information education for a Web 2.0 world

2008 ◽  
Vol 31 (99) ◽  
pp. 14-25 ◽  
Author(s):  
David Bawden
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Case Studies ◽  
Teaching And Learning ◽  
Information Environment ◽  
Web 2.0 Tools ◽  
The United Kingdom ◽  
Professional Environment ◽  
E Learning ◽  
The Impact

This paper reports an international comparison of changes in library/information curricula, in response to the changing information environment in which graduates of such courses will work. It is based on a thematic analysis of five case-studies from Australia, Ireland, Lithuania, Slovenia and the United Kingdom. Specifically, it describes responses to an increasing proportion of e-content and the impact of the communication and social networking features of Web 2.0, and Library 2.0. It examines both changes in curriculum content, and in methods of teaching and learning. The latter involves pedagogy adapting and changing in the same way as the professional environment, with a greater emphasis on e-learning, and use of Web 2.0 tools. Students therefore learn about the issues by making use of these tools and systems in their studies. Specific issues arising from these case studies include: the best mode of introduction of Web 2.0 facilities, both as topics in the curriculum and as tools for teaching and learning; the set of topics to be covered; the relation between 'conventional' e-learning and Web 2.0, problems and difficulties arising. Examples of particular courses and course units are given.

scholarly journals Interactive teaching in medical education: Experiences and barriers

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Anjana Verma ◽  
Ashish Patyal ◽  
Jitendra Kumar Meena ◽  
Medha Mathur ◽  
Navgeet Mathur
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Successful Implementation ◽  
Interactive Teaching ◽  
Interactive Lectures ◽  
Teaching Learning ◽  
Learning Principles

An interactive teaching method is a form of learning and communicative activity, which focuses on students’ needs and allows them to actively participate in the learning process. With the introduction of competency based medical education (CBME), new teaching methods have been introduced to ensure the attainment of competencies by medical graduates. Research shows that interactive activity in class is an effective teaching learning method. There are many studies which have reported that students prefer interactive lectures based on active learning principles. Despite this, it has been found that many students do not engage with active learning exercise, which is probably due to the reason that among students, there is an already established culture of teaching and learning. The interactive lectures need to be designed after exploring student expectations, feedback, and experiences. Faculty members too have their own skepticism about the use of innovative methods in their teaching. These challenges need to be addressed for successful implementation of CBME based curriculum in medical education. With this review, we present the experiences about the use of interactive teaching methods in the field of medical education and also point out various barriers and challenges on the path of its execution.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

Implementing Web 2.0 tools in organisations

2014 ◽  
Vol 21 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Gavin James Baxter
Keyword(s):  
Communities Of Practice ◽  
Web 2.0 ◽  
Empirical Studies ◽  
Work Place ◽  
Special Issue ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Organisational Factors ◽  
The Impact

Purpose – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Design/methodology/approach – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Findings – One of the principal findings that have emerged from this special issue is that it indicates the importance of reviewing social and cultural factors in organisations when introducing Web 2.0 technologies in the work place. In addition to assessing technical issues that might impact on the implementation of Web 2.0 technologies in organisations this special issue also explores subject matters such as the dilemma of whether a top-down or a bottom-up approach is more effective towards engaging staff in the adoption of Web 2.0 tools at work. Originality/value – The research presented in this special issue provides an important academic contribution towards an area that is, at present, under researched namely, whether there is a structured approach that can be universally applied by organisations when internally implementing Web 2.0 technologies into their work place.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Gendered Knowledge Production in Universities in a Web 2.0 World

2010 ◽  
pp. 231-243
Author(s):  
Gill Kirkup
Keyword(s):  
Web 2.0 ◽  
Knowledge Production ◽  
Web 2.0 Tools ◽  
The Impact

This chapter examines the access women have had historically to engage in knowledge production as university scholars or students. It discusses the changing nature of knowledge production in universities, and the impact of some Web 2.0 tools on this activity. It asks, through a detailed discussion of wikis and blogging if Web 2.0 tools can challenge the traditional gendering of university knowledge production,.

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