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.

Teaching and Learning Information Technology through the Lens of Web 2.0

2010 ◽  
pp. 128-148 ◽  
Author(s):  
Mark Frydenberg
Keyword(s):  
Information Technology ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web Applications ◽  
First Year ◽  
Digital Information ◽  
First Year College ◽  
The Social ◽  
College Information ◽  
Collaboration And Communication

Recent advances in Internet technologies, combined with a society that relies upon them, have brought about a new toolset for working and sharing on the World Wide Web. The term “Web 2.0” suggests an updated version of the Web, but really names a new genre of web applications, along with the technologies they rely on and the social content contain. Web 2.0 marks the evolution from a “one-way” Web filled with static content to a dynamic “read/write” Web that has become a platform promoting collaboration and communication, linking people as well as the digital information they share. This chapter applies a connectivist learning approach to creating authentic learning spaces for teaching Web 2.0 concepts in a first-year college information technology course. It suggests best practices for fostering learning by using Web 2.0 tools to create connections with people, ideas, and technology.

Designing for Enquiry

2010 ◽  
pp. 141-154
Author(s):  
Tarsem Singh Cooner
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Service User ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Web 2.0 Tools ◽  
Effective Learning ◽  
Collaboration And Communication

This chapter sets the imperative for service user and carer involvement in the processes of educating mental health professionals. It begins by outlining some of the traditional barriers higher education institutions have faced in encouraging service user and carer involvement in teaching and learning. It then outlines the properties that Web 2.0 tools and processes can offer to overcome some of these obstacles. In developing effective interdisciplinary blended learning opportunities it is argued that the use of Web 2.0 alone will not ensure effective learning outcomes. The Community of Inquiry model is introduced to explore how the processes of enquiry, collaboration and communication can be embedded into the heart of interdisciplinary blended learning designs.

Mobile Web 2.0 Integration

2014 ◽  
pp. 581-598
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Collaboration And Communication ◽  
Social Constructivist Learning ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Mobile Web 2.0 Integration

2013 ◽  
Vol 4 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Research Cycle ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Web 2.0 and Collaborative Learning in Higher Education

2010 ◽  
pp. 699-714
Author(s):  
Anna Escofet ◽  
Marta Marimon
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
University Teaching ◽  
Equal Access ◽  
Social Software ◽  
Learning Context ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Access To Knowledge

The dissemination of university knowledge has been traditionally based on lectures to students organised in homogenous groups. The advantages of this method are that it can give a unified vision of content, guaranteeing equal access to knowledge for all students. The 21st century university must combine its learning and teaching methods and incorporate different strategies and educative resources, as well as seeking to advance individuallearning and promote collaborative work. The relevance ofWeb 2.0 is clear in this university learning context as it enables collaborative work to be carried out using ICT. In this chapter, we will deal with the different possible uses of social software in university teaching. We will show that the proper use of Web 2.0 tools can favour collaborativelearning and promote new ways of teaching and learning.

scholarly journals Web 2.0 Tools: A mediation in the teaching and learning process of mathematics and physics in higher education

2020 ◽  
Vol 41 (50) ◽  
pp. 456-464
Author(s):  
Raul PRADA-NUÑEZ ◽  
◽  
Cesar A. HERNANDEZ-SUAREZ ◽  
Luisa S. PAZ-MONTES ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public University ◽  
Web 2.0 Tools ◽  
Physical Reasoning ◽  
Descriptive Level ◽  
The Web ◽  
Mathematics And Physics

The objective was to design a didactic experience that would facilitate the processes of teaching and learning of functions in the students of a public university. A quantitative approach is adopted at the descriptive level. The questionnaire is used as an instrument. As a result, it was found that the activities implemented facilitated the learning of mathematics applied to physics. The contributions are concluded as positive since the students were able to focus on specific aspects of the selected lessons applying physical reasoning by means of the Web 2.0 resource.

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.

Web 2.0 and Collaborative Learning in Higher Education

2011 ◽  
pp. 206-221
Author(s):  
Anna Escofet ◽  
Marta Marimon
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
University Teaching ◽  
Social Software ◽  
Learning Context ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Access To Knowledge

The dissemination of university knowledge has been traditionally based on lectures to students organised in homogenous groups. The advantages of this method are that it can give a unified vision of content, guaranteeing equal access to knowledge for all students. The 21st century university must combine its learning and teaching methods and incorporate different strategies and educative resources, as well as seeking to advance individual learning and promote collaborative work. The relevance of Web 2.0 is clear in this university learning context as it enables collaborative work to be carried out using ICT. In this chapter, we will deal with the different possible uses of social software in university teaching. We will show that the proper use of Web 2.0 tools can favour collaborative learning and promote new ways of teaching and learning.

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.

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