A Case Study of Infusing Web 2.0 Tools for Blended Learning

2012 ◽  
pp. 656-673
Author(s):  
Yiu Chi Lai ◽  
Eugenia M.W. Ng
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Active Role ◽  
Education Student ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Internet Resources ◽  
New Information ◽  
Digital Formats

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

A Case Study of Infusing Web 2.0 Tools for Blended Learning

2010 ◽  
pp. 170-187 ◽  
Author(s):  
Yiu Chi Lai ◽  
Eugenia M.W. Ng
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Active Role ◽  
Education Student ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Internet Resources ◽  
New Information ◽  
Digital Formats

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

EDM310

2012 ◽  
pp. 218-232
Author(s):  
John Hadley Strange
Keyword(s):  
Web 2.0 ◽  
Undergraduate Students ◽  
Critical Role ◽  
The Internet ◽  
Great Success ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Microsoft Office ◽  
The University

This case study of EDM310 at the University of South Alabama covers the transition of the class from a group of face to face courses, which covered Microsoft Office, to face to face classes of 20 students taught by different teachers, which emphasized, to varying degrees, the use of Web 2.0 tools, blogging, commenting on blogs; then to a set of face to face courses all delivering instruction using Web 2.0 tools, blogs, and commenting on blogs. Finally the chapter discusses a course of 170 students taught by one faculty member with assistance from graduate and undergraduate students’ course almost entirely on the Internet and in an open lab conducted by undergraduate assistants. A detailed description is provided, showing how projects are used as a central learning tool; how blogging and comments on blogs play a critical role in the course; how students react to these new instructional approaches. The case study also contains specific suggestions on how to organize such a course, and how it was implemented at the University of South Alabama with great success.

Cyber Identity

2014 ◽  
pp. 57-70
Author(s):  
Ana-Cristina Ionescu
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Virtual Space ◽  
Equal Rights ◽  
Media Technology ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
And Control

The realities of our world are imperatively legitimated by the complex relationship between media, technology, and society. Whether we deal with old or new Information and Communication Technologies (ICTs), the content of the message delivered by the media assumes a fundamental role. The adherence of a large number of individuals to a common idea facilitates the formation of media-enabled personalities and communities within the virtual space. The emergence of Web 2.0 solves the tension from the ‘90s, when the public opinion decomposed into an amalgam of informal opinions of private individuals not entirely convinced by the formal ones, issued by publicistically effective but one-way communication media. While today the Internet provides the most inclusive forum of public deliberation, where communication is negotiated between cyber-women and cyber-men with equal rights, healed of the social diseases of the outer world, an important gap in our knowledge is whether Web 2.0 reflects our existing reality or whether it constructs a new environment, one that is devoid of the old biases. I would like to fill this gap in information, by exploring whether virtual communities represent a continuation, by technical means, of the pre-existing, face-to-face, geographic, stereotyped interactions, or whether they enabled the establishment of substantially different structures with their own intrinsic features and dynamics, where women have access to and control information.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

TPACK ◽  
2019 ◽  
pp. 480-500
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

2018 ◽  
pp. 42-62
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

Adherence to the Use of ICT for Classroom Instruction: Its Impact on Students’ Learning

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizalina G. Gomez
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Student Teachers ◽  
Teacher Educators ◽  
Classroom Instruction ◽  
Teaching Practice ◽  
Learning Activities ◽  
Pedagogical Practices ◽  
Web 2.0 Tools ◽  
Enhanced Learning

This study investigated the teachers’ adherence to the use of ICT for classroom instruction and its impact on the students’ learning. One hundred twenty-five (125) student teachers from the College of Education accomplished the questionnaires. Student teachers were found to have strong adherence to the use of ICT in teaching. This analysis elucidated teacher educators’ access to ICT, their intensity of use, their training skills, and their confidence in using ICT. Pedagogical practices included the use of web-enhanced learning activities and a combination of Web 2.0 tools in teaching. Exploratory multiple regression analysis addressed the importance of these different factors at the level of the educator in the use of ICT in teaching practice. Results showed students’ academic performance generally improved with increased teachers’ training skills. The intensive use of ICT as a tool in teaching had posed a significant impact on the students’ learning. It was therefore recommended for teacher educators to sustain the use of ICT as an effective strategy and continue to access the skills-based approach in the integration of ICT in education.   Keywords - Academic Performance, ICT, Web 2.0 tools, Web- Enhanced Learning Activities, Pre-service Teachers, Pedagogical Practices

scholarly journals The INSITE Project: Engaging Students in International Team Collaborations to Create a Web 2.0 Tool Repository

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Timothy J. Newby ◽  
Peggy A. Ertmer ◽  
Erin M. Kenney
Keyword(s):  
Web 2.0 ◽  
Undergraduate Students ◽  
Cross Cultural ◽  
Education Student ◽  
Design Decisions ◽  
American Students ◽  
Cultural Experiences ◽  
Project Participants ◽  
Design Case ◽  
Core Course

There is a growing need to engage our undergraduate students in international, cross-cultural experiences. In an effort to engage every education student in an international experience, we explored the idea of using a shared wiki to enable students in a required, core course to interact with international peers. In this paper, we describe the evolution of this project including the initial design decisions made, the participants and context, the constraints encountered, as well as the subsequent design decisions. This design case focuses on the experience from the perspective of the American students and project participants. We end with a reflection on insights we have gleaned from the process.

scholarly journals CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS’ PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION

2018 ◽  
Vol 76 (5) ◽  
pp. 663-677
Author(s):  
Maimunah Maimunah ◽  
Lenny Marzulina ◽  
Herizal Herizal ◽  
Muhamad Holandyah ◽  
Amirul Mukminin ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Research Misconduct ◽  
Education Student ◽  
Mixed Method Research ◽  
Cultural Economic ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Research And Education

It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism, practicing of plagiarism, and reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs. Keywords: Indonesian higher education, plagiarism in higher education, student teachers, teacher education.

Applying Web 2.0 Tools in Hybrid Learning Designs

2010 ◽  
pp. 371-392
Author(s):  
Mark J.W. Lee ◽  
Catherine McLoughlin
Keyword(s):  
Web 2.0 ◽  
Formal Education ◽  
Tertiary Education ◽  
Hybrid Approach ◽  
Hybrid Learning ◽  
Social Software ◽  
New Wave ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Face To Face Instruction

This chapter explores how educators can harness the potential of a new wave of social software to respond to the challenges of tertiary education in the new millennium, by combining the interactivity and immediacy of face-to-face instruction with the openness, connectivity, and flexibility afforded by the new tools and technologies. It also argues for a new conceptualization of “hybrid” or “blended” learning in the Web 2.0 era, and presents a number of exemplars of Web 2.0-based hybrid learning that typify the emergence of a new pedagogy for the digital age. Finally, it concludes with a discussion of the issues, barriers, and dilemmas that exist in implementing an effective hybrid approach to learning within a formal education setting.

scholarly journals Constantinople as Palimpsest

2021 ◽  
Author(s):  
Jesse Wayne Torgerson ◽  
Jonah Skolnik ◽  
Alp Eren ◽  
Nathan Krieger ◽  
Connor Cobb ◽  
...  
Keyword(s):  
Roman Empire ◽  
Web 2.0 ◽  
Undergraduate Students ◽  
Design Work ◽  
Web 2.0 Tools ◽  
Digital Maps ◽  
History Of ◽  
Research Students ◽  
The City ◽  
The Web

The Constantinople as Palimpsest Project is a collaborative, online, interactive, topographically-indexed teaching encyclopedia of the city of Constantinople from AD 330 to 1453. It was created through and is hosted on the web 2.0 tools of ArcGIS online (https://www.arcgis.com). It is curated by Jesse W. Torgerson (College of Letters, Wesleyan University). It was and is created, maintained, and updated by the co-curatorial, editorial, and design work of research students in the Traveler’s Lab at Wesleyan University (https://travelerslab.research.wesleyan.edu). The content was written by undergraduate students as a part of their required coursework for Wesleyan University classes from 2015 to the present. The Constantinople as Palimpsest encyclopedia uses the “Map Notes” feature of ArcGIS online to provide click-able notations on a topical series of digital maps of the historical city of Constantinople during the period in which it was the capitol of the Roman Empire (AD 330-1453). These notations are written by students for students as brief encyclopedia entries on the places, structures, items, and events in the history of Constantinople. The goal of the project is to provide a tool to create a historically-informed mental topography in which to imagine figures in and events of Constantinople in a comprehensive and integrated context.

Sign in / Sign up

Export Citation Format

Share Document