Web 2.0 Tools in Biomedical and Pharmaceutical Education

2016 ◽  
pp. 52-78
Author(s):  
Ângelo Jesus ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Web 2.0 ◽  
Learning Process ◽  
Web 2.0 Tools ◽  
Quantitative Evidence ◽  
Promising Area ◽  
Health Nursing ◽  
Pharmaceutical Education ◽  
The Web

Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.

scholarly journals Web 2.0 Tools in Biomedical and Pharmaceutical Education

2017 ◽  
pp. 73-98
Author(s):  
Ângelo Jesus ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Web 2.0 ◽  
Learning Process ◽  
Web 2.0 Tools ◽  
Quantitative Evidence ◽  
Promising Area ◽  
Health Nursing ◽  
Pharmaceutical Education ◽  
The Web

Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.

Web 2.0 Tools in Biomedical Education

2013 ◽  
pp. 208-231
Author(s):  
Ângelo Jesus ◽  
Maria João Gomes
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Theoretical Frameworks ◽  
Ongoing Research ◽  
Web 2.0 Tools ◽  
Quantitative Evidence ◽  
Promising Area ◽  
Health Nursing ◽  
Biomedical Education ◽  
The Web

The use of Web 2.0 technology is rapidly being integrated into undergraduate and graduate education, which dramatically influences the ways learners approach and use information. Knowledge transfer has become a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical frameworks were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other biomedical areas. Other studies have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing the integrative review, this paper will provide an overview of current research in biomedical education, and elaborate on some of the potential opportunities and challenges that these applications present. We hope to give our contribution to ongoing research in this promising area.

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.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Web 2.0 From Evolution to Revolutionary Impact in Library and Information Centers

2019 ◽  
pp. 519-530
Author(s):  
Zahid Ashraf Wani ◽  
Tazeem Zainab ◽  
Shabir Hussain
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Web Design ◽  
Library And Information Science ◽  
Media Content ◽  
Web 2.0 Tools ◽  
Select Group ◽  
The World ◽  
The Web

A key element of the technology is that it allows people to create, share, collaborate, and communicate. The Web 2.0 differs from ordinary websites as it does not require any web design or publishing skills to participate, making it easy for people to create and publish or communicate their work to the world. The nature of this technology makes it an easy and popular way to communicate information to either a select group of people or to a much wider audience. The Web 2.0 paradigm has gained substantial momentum in the last decade. The influence of Web 2.0 principles and technologies has fueled an explosion of information and media content on the web, and individual and corporate adoption of the technologies continues to rise. In this milieu, it is imperative to understand and learn about the present and evolving Web 2.0 tools and their application in different walks of life. The proposed study made an endeavor to dig deep into the genesis, development, and application of various Web 2.0 tools in library and information science.

scholarly journals Web 2.0 Use in Higher Education

2014 ◽  
Vol 17 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Michelle Rogers-Estable
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Instant Messaging ◽  
Alternative Analysis ◽  
Student Interactions ◽  
Extrinsic Factors ◽  
Web 2.0 Tools ◽  
Intrinsic Factors ◽  
Training Support ◽  
Teacher Student

Abstract This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.

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