E-Learning and Web 2.0

2014 ◽  
pp. 1-21 ◽  
Author(s):  
Mohamed Ali Bejjar ◽  
Younes Boujelbene
Keyword(s):  
Literature Review ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Fundamental Goal ◽  
Online Classrooms ◽  
The World ◽  
New Models ◽  
E Learning ◽  
And Training ◽  
Share Information

The fundamental goal of e-learning is to provide applications to share information, knowledge, and help learners in their learning activities efficiently and effectively by involving technologies. More recently, Web 2.0 has become a buzzword in education, and academics around the world have explored the potential of Web 2.0 technologies and online classrooms. Based on a literature review, this chapter focuses on the integration of pedagogical principles of virtual learning application of these new Web 2.0 technologies. The argument is that these tools provide an opportunity to design new models for education and training.

E-Learning and Web 2.0

2016 ◽  
pp. 2150-2170
Author(s):  
Mohamed Ali Bejjar ◽  
Younes Boujelbene
Keyword(s):  
Literature Review ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Fundamental Goal ◽  
Online Classrooms ◽  
The World ◽  
New Models ◽  
E Learning ◽  
And Training ◽  
Share Information

The fundamental goal of e-learning is to provide applications to share information, knowledge, and help learners in their learning activities efficiently and effectively by involving technologies. More recently, Web 2.0 has become a buzzword in education, and academics around the world have explored the potential of Web 2.0 technologies and online classrooms. Based on a literature review, this chapter focuses on the integration of pedagogical principles of virtual learning application of these new Web 2.0 technologies. The argument is that these tools provide an opportunity to design new models for education and training.

scholarly journals Web 2.0: A Movement within the Learning Community

2012 ◽  
Vol 4 (12) ◽  
pp. 625-631 ◽  
Author(s):  
Amira Mahmoud Ahmed
Keyword(s):  
Web 2.0 ◽  
Learning Community ◽  
Learning Opportunities ◽  
Sources Of Information ◽  
Web 2.0 Technologies ◽  
Multiple Sources ◽  
E Learning ◽  
Ready Access ◽  
Collaborative Learning Opportunities ◽  
Share Information

Web 2.0 technologies provide members of the learning community with new and innovative ways to create disseminate and share information both individually and collaboratively. This phenomenon has been termed e-Learning 2.0. However, e-Learning 2.0 is more than the application of these technologies in the learning community; it is a movement that is beginning to transform the nature of learning. In this paper we present and explain four Web 2.0 technologies - blogs, wikis, podcasts, and social networks - and look at how these technologies are currently being used by staff. We consider the use of Web 2.0 technologies by students to find and share information and to form support communities and then we explore a Web 2.0 pedagogical model that would connect students - tomorrow’s professionals - with today’s professionals in order to enhance student education through providing collaborative learning opportunities together with ready access to multiple sources of information and expertise.

scholarly journals USE OF WEB 2.0 TOOLS BY POLISH HEALTH PORTALS

2020 ◽  
Vol 10 (4) ◽  
pp. 77-82
Author(s):  
Magdalena Czerwinska
Keyword(s):  
Health Services ◽  
Web 2.0 ◽  
Social Aspects ◽  
Multimedia Content ◽  
Information Distribution ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Low Costs ◽  
Universal Communication ◽  
Share Information

The Internet, as a global, universal communication network, has become an important channel of information distribution. Currently, it has a very social character, thanks to the dissemination of Web 2.0 sites, which allow users to create and publish their own multimedia content. Web 2.0 technologies make it easier for users to communicate, create, collaborate and share information. They are widely available and are characterized by low costs of use. The article presents the results of research on the most popular Polish health websites. It was examined whether health services meet the requirements of Web 2.0 sites. The analysis is focused on the technological and social aspects. The COVID-19 pandemic lockdown in March and April 2020 in Poland was observed as having an influence on users and views of heath websites. The obtained results confirm the use of elements (both technological and social) by health services selected for research. However the usage of Web 2.0 technologies among websites varies.

scholarly journals Teaching Challenges Using the Zoom Application That Focuses on Student Concentration in Online Classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 16-20
Author(s):  
Schruck Gillantes ◽  
Stephan Yreck
Keyword(s):  
Online Courses ◽  
Learning Technologies ◽  
Learning Phase ◽  
Noisy Environment ◽  
Process Outcomes ◽  
Online Classrooms ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Traditional Manner

The fast advancement in information technology stimulates educational creativity as well. Learning and training practices are often not only carried sout in the traditional manner, but also with the usage of a multitude of learning technologies options. The zoom program is one of the learning resources used in online courses. Zoom was an application developed during the Covid-19 timeframe to address the limitations between educators and students, especially in terms of space and time. With E-learning, educators and students are not limited to one dimension of time and space, and learning will run and neglect both. Learning by simulated children's attention, on the other hand, causes disruption in the learning phase. During the learning phase, students must maintain a high level of concentration. The level of concentration of students has a significant impact on the learning process' outcomes. Since attitude and focus have a beneficial association, high focus may often affect a person's attitude in a learning phase in order to produce optimal performance. Many factors may affect a person's attention, one of which is the learning environment. A peaceful atmosphere can undoubtedly improve a person's concentration level, while a silent / noisy environment will exacerbate one's focus during the learning phase.

scholarly journals Awareness and use of Web 2.0 technologies in sharing of agricultural knowledge in Tanzania

2014 ◽  
pp. 188-202
Keyword(s):  
Web 2.0 ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Second Phase ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Daily Work ◽  
Agricultural Knowledge ◽  
Training Institutions ◽  
And Training

The current study investigated the extent to which agricultural researchers and extension workers were aware of Web 2.0 technologies and put them into practice in their daily work. The study involved 107 respondents in the first phase and 148 in the second phase. Respondents were from agricultural research and training institutions as well as agricultural extension departments from selected districts across the country. Structured questionnaires were administered to selected respondents. Findings show that 43.9% of the respondents were aware of Web 2.0 while 56.1% knew nothing about this concept. Facebook and Wikipedia were found to be the most used Web 2.0 tools by many respondents while Delicious, Pbworks, Picasa and Digg were identified as among the less commonly used tools by majority of the respondents. The study recommends the need for providing appropriate Web 2.0 training packages to agricultural extension workers, researchers, trainers and other stakeholders in order to enhance knowledge sharing among them for improved agricultural productivity in the country.

Multi-Agent Based Dynamic E-Learning Environment

2011 ◽  
pp. 142-158 ◽  
Author(s):  
Saleh AlZahrani ◽  
Aladdin Ayesh ◽  
Hussein Zedan
Keyword(s):  
Learning Environment ◽  
Learning Objects ◽  
Agent Based ◽  
Development Framework ◽  
The World ◽  
E Learning ◽  
Multi Agent ◽  
The Subject ◽  
And Training ◽  
Agent Development

Grids are increasingly being used in applications, one of which is e-learning. As most of business and academic institutions (universities) and training centres around the world have adopted this technology in order to create, deliver and manage their learning materials through the Web, the subject has become the focus of investigate. Still, collaboration between these institutions and centres is limited. Existing technologies such as grid, Web services and agents are promising better results. In this article the authors support building our architecture Regionally Distributed Architecture for Dynamic e-Learning Environment (RDADeLE) by combining those technologies via Java Agent DEvelopment Framework (JADE). By describing these agents in details, they prove that agents can be implemented to work well to extend the autonomy and interoperability for learning objects as data grid.

Librarian as Collaborator

2010 ◽  
pp. 260-277 ◽  
Author(s):  
Susanne Markgren ◽  
Carrie Eastman ◽  
Leah Massar Bloom
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Learning Process ◽  
Academic Librarians ◽  
Web 2.0 Technologies ◽  
Collaborative Technology ◽  
Technology Center ◽  
E Learning

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.0 spaces with faculty, because they are already familiar with many web 2.0 technologies being used in these environments. The authors explore how libraries and librarians have traditionally served their patrons, and how the library is currently becoming a collaborative technology center serving increasingly tech-savvy students. With this in mind, the authors define e-learning 2.0 and examine the history behind the development of the concept. They also address the librarian’s role as it pertains to information literacy on campus and collaboration with faculty in order to facilitate the e-learning process. The chapter concludes with a focus on how librarians can help bring e-learning 2.0 into the classroom through faculty workshops, consultations, and embedding of librarians within classes.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

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