Web 2.0 Technology Use by Students in Higher Education

2015 ◽  
pp. 278-287 ◽  
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.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

Problem-Based Learning via Web 2.0 Technologies

2008 ◽  
Author(s):  
Eleni Kaldoudi ◽  
Panagiotis Bamidis ◽  
Miltiadis Papaioakeim ◽  
Vassilis Vargemezis
Keyword(s):  
Web 2.0 ◽  
Problem Based Learning ◽  
Web 2.0 Technologies

scholarly journals Addressing audience through defining action: a rhetorical examination of civility and audience engagement on two online discussion forums

Res Rhetorica ◽  
2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Lacy Hope
Keyword(s):  
Web 2.0 ◽  
Online Discussion ◽  
Discussion Forums ◽  
Audience Engagement ◽  
Online Discussion Forums ◽  
Online Audiences ◽  
Filter Bubbles

Web 2.0’s progressive use of personalizing algorithms has dangerously situated users into filter bubbles, or digital habitus. This insulated nature leaves users with an inability to engage civilly with others during online dialogues. This work examines how users on the sites Facebook and Countable frame and address online audiences, paying attention to the correlation between civility and action beyond the online dialogue. Through careful analyses on the respective comment threads, this work finds that the coupling of fewer personalizing algorithms and the inclusion of an established action beyond the dialogue can better ensure civility online.

scholarly journals Social Media And Networking Technologies: An Analysis Of Collaborative Work And Team Communication

2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Learning Outcomes ◽  
Group Work ◽  
Collaborative Work ◽  
Faculty Members ◽  
Active Engagement ◽  
Web 2.0 Technologies ◽  
Quality Instruction ◽  
Networking Technologies

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

The Usability of Social Software

2010 ◽  
pp. 1378-1388
Author(s):  
Lorna Uden ◽  
Alan Eardley
Keyword(s):  
Web 2.0 ◽  
Conceptual Framework ◽  
Usability Evaluation ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
Software Usability ◽  
Software Applications ◽  
Web 2.0 Technology ◽  
Different Types

Emergent Web 2.0 technologies and applications (such as blogs, wikis, podcasts, mashups, and folksonomies) present a range of opportunities and benefits and are increasingly used by people to interact with each other. Despite the growing popularity of social software, there is a lack of research on the usability of these tools. This chapter focuses on how users interact with Web 2.0 technology, discusses a conceptual framework for a usability evaluation of social software, describes the different types of social software applications, and offers guidelines for their usability evaluation. The argument advanced is that social software usability should be viewed as a set of principles and practices aimed to deliver more service-orientated Web 2.0-based applications.

The Usability of Social Software

2010 ◽  
pp. 574-584
Author(s):  
Lorna Uden ◽  
Alan Eardley
Keyword(s):  
Web 2.0 ◽  
Conceptual Framework ◽  
Usability Evaluation ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
Software Usability ◽  
Software Applications ◽  
Web 2.0 Technology ◽  
Different Types

Emergent Web 2.0 technologies and applications (such as blogs, wikis, podcasts, mashups, and folksonomies) present a range of opportunities and benefits and are increasingly used by people to interact with each other. Despite the growing popularity of social software, there is a lack of research on the usability of these tools. This chapter focuses on how users interact with Web 2.0 technology, discusses a conceptual framework for a usability evaluation of social software, describes the different types of social software applications, and offers guidelines for their usability evaluation. The argument advanced is that social software usability should be viewed as a set of principles and practices aimed to deliver more service-orientated Web 2.0-based applications.

Melanotan II User Experience: A Qualitative Study of Online Discussion Forums

Dermatology ◽  
2021 ◽  
pp. 1-5
Author(s):  
Eimear Gilhooley ◽  
Selene Daly ◽  
Dermot McKenna
Keyword(s):  
Side Effects ◽  
Skin Lesions ◽  
Synthetic Analogue ◽  
Discussion Forums ◽  
Online Forums ◽  
Melanocyte Stimulating Hormone ◽  
Online Discussion Forums ◽  
Dosing Regimens ◽  
Sunbed Use ◽  
Melanotan Ii

<b><i>Background:</i></b> Melanotan II (MT II) is a synthetic analogue of α-melanocyte-stimulating hormone that, via interaction with the melanocortin 1 receptor, induces skin hyperpigmentation. The unregulated acquisition of MT II injections via the internet and other outlets has become popular over the last decades in order to exploit its properties for use as a tanning agent. Due to the covert nature of MT II use, it is difficult to assess the extent of its use among the general population and to characterise any associated side effects. <b><i>Objectives:</i></b> The aim of this study was to qualitatively examine MT II use, as portrayed on online forums, and to explore the motivations for its use and side effect profile. <b><i>Methods:</i></b> Data were extracted retrospectively from UK and Ireland online chatrooms and forums from January 2016 to October 2017. Inclusion criteria were active MT II chatrooms and forums considered to be within the public domain. An inductive thematic analysis identified themes within discussion threads. <b><i>Results:</i></b> A total of 623 discussion entries were extracted; 205 participants contributed to these entries. Emergent themes included motivation for MT II use, misinformation in the context of using an unregulated product, product preparation and administration, dosing regimens, sunbed use, side effects and concerning practices associated with MT II use. <b><i>Conclusion:</i></b> Motivations for MT II use included the pursuit of a tanned appearance, often in anticipation of sun holidays and fitness/body building competitions. Clinicians should be aware not only of the potential risks in relation to pigmented skin lesions, but also remain cognisant of the other medical hazards associated with the use of this substance, namely transmission of infectious diseases, use of potentially contaminated products, polypharmacy, and sunbed exposure.

Digital communities of people with paraphilia: A study of zoophiles

2017 ◽  
Vol 41 (S1) ◽  
pp. s851-s852
Author(s):  
D. Sendler ◽  
M. Lew-Starowicz
Keyword(s):  
Casual Sex ◽  
Discussion Forums ◽  
Qualitative And Quantitative Analysis ◽  
Online Forums ◽  
Qualitative And Quantitative ◽  
Digital Communities ◽  
Online Discussion Forums ◽  
Social Ostracism ◽  
Village Communities ◽  
Competing Interest

IntroductionAccessibility of the Internet allows people to connect anonymously and without boundaries – features particularly important for people with relatively rare sexual preference such as paraphilia.ObjectivesTo (1) allow for conceptualization and improved management of zoophilic patients in clinical practice or forensic examinations, (2) analyze how zoophiles network using online discussion forums, and (3) describe main goals of digital networking.MethodsA qualitative observational study of user activity (n = 958) on discussion forums, combined with brief demographic survey. Data were analyzed according to principles of grounded theory. Next, surveys of own design (demographic, discreet + open ended questions) were answered by 350 participants. Presented data show aggregate conclusions from mixed methods qualitative and quantitative analysis.ResultsZoophiles (or, zoos) use Internet to connect with other zoophiles (26.6% to have casual sex, 17.7% for dating, and 17% to exchange pornography). Connections are easiest to be established in countryside, where zoophilia clusters. In fact, there are village communities of zoos where explicit sharing of animal sexual partner(s) (28%) and/or voyeurism (30%) serve as bonding ritual. Over 40% of zoophiles are reluctant to meet other zoos in person, since they view them as “weird”, pointing to phenomenon of internalized stigmatization due to having non-normative sexuality. Online forums are also used by zoophiles to exchange information about which districts are at risk of becoming a target of social ostracism.ConclusionsPeople with zoophilia use digital communities to network, meet for sex, find dating partners and for own safety reasons.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Optimal Use of the Forum to Develop Problem-Based Learning: Effective Use of Cyber space in a Holistic Process

2017 ◽  
Vol 16 (4) ◽  
pp. 564-571 ◽  
Author(s):  
Leili Mosalanejad ◽  
Rahim Raofi ◽  
Mohammad Ali Montaseri ◽  
Saeed Abdollahifard
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Virtual Space ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Use Of Technology ◽  
Holistic Process ◽  
The Face

Introduction: Many medical schools have introduced PBL into their curricula because of the potential advantages for students’ learning over traditional lecture based curricula. Integration of online discussion forums could help students, PBL and the curriculum. The aim of this article is the use of the Forum to Develop Problem-Based Learning as a Cyberspace in a Holistic Process and the investigating the effect of this program on students’ satisfaction and students’ cognitive competence.Methodology: For each curriculum used a discussion forum (DF) was created with 90 student and 8 tutors. Using forum for problem based learning- virtual quiz and virtual round develop and design to develop problem based learning and the best use of virtual space to promote teaching and learning also best use of technology in teaching as a new method.Results: Included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors’ feedback and redirection.Conclusions: Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.Bangladesh Journal of Medical Science Vol.16(4) 2017 p.564-571

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