Web 2.0 and Learning

2010 ◽  
pp. 23-37 ◽  
Author(s):  
Bolanle A. Olaniran ◽  
Indi M. Williams
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Social Software ◽  
Learning Technology ◽  
Learning Platform ◽  
Technology Applications ◽  
E Learning

This chapter explores three facets of Web 2.0: the pedagogical use of social software in a Web 2.0 e-learning environment, social software, and social networking from the perspective of transactional control in fostering student learning, as proposed in the theoretical framework of Dron’s (2006) theory. It also examines the implications of Web 2.0 as it relates to learning and e-learning. Using Facebook as a case specific Web 2.0 platform, the researcher pursues understanding of learner control, as well as cultural interactions in Web 2.0 environments in the broader context of cultural implication for Web 2.0 as a learning platform in a global e-learning environment. Accordingly, the Facebook example helps to illustrate how instructors and students can effectively control their learning environment (or relinquish control of their learning environment) within an intracultural setting, in an attempt to create a meaningful learning experience as proposed by the transactional control model. In conclusion, the chapter offers recommendations for Web 2.0 e-learning technology applications in order to create effective and meaningful learning for students and instructors.

Social Software and E-Learning

2007 ◽  
pp. 228-247
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

Problems with Social Software for E-Learning

2007 ◽  
pp. 294-309
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Design Principles for Social Software in E-Learning

2007 ◽  
pp. 248-270
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Design Principles ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Bringing Web 2.0 into the Learning Environment

2013 ◽  
pp. 109-118
Author(s):  
Saman Shahryari Monfared ◽  
Peyman Ajabi-Naeini ◽  
Drew Parker
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
The Internet ◽  
Continuous Learning ◽  
The Web ◽  
The Way

Social Networking, or the so-called Web 2.0 phenomenon, is changing the way we use the Internet. In turn, the way we use the Internet is changing the way we work, learn, communicate, and research. This chapter outlines a series of issues, tools, techniques, and pedagogy that may lie behind the process to bring social media into a learning environment. It then concludes with a four-year experience bringing these concepts into a senior undergraduate seminar, and offers observations and conclusions about the efficacy of our approach. Social networking has brought the Web into a conversation. Similarly, the chasm between synchronous and asynchronous learning is closing as the classroom becomes one part of a larger, continuous learning experience.

scholarly journals An Integrated Model to Enhance Virtual Learning Environments with Current Social Networking Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 252 ◽  
Author(s):  
Kashif Laeeq ◽  
Zulfiqar Ali Memon
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Integrated Model ◽  
Virtual Learning Environment ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
E Learning

A Virtual Learning Environment (VLE) is an accumulation of incorporated soft-ware components, empowering the administration of web-based learning (online learning, e-learning). The quality of VLE is indispensable for the accomplishment of e-learning goals and responsible to engage students during web based learning. The attributes of existing VLES does not completely meet with the requirements of today’s e-learning. Consequently, decreases students’ interest, participation and engagement with web-based e-learning. In contrast, the learners’ engagement and participation are higher in social networking sites (SNS). For this reason, many researchers believe that the inclusion of features, similar to SNSs, in VLE may in-crease its effectivity. The goal of this research article is to investigate existing e-learning platform and make a room for SNSs and online tools for e-learning. The paper proposes an integrated model to enhance existing e-learning environment by incorporating the strength of SNSs and other potential tools with VLEs. This re-search article will provide a good direction and new thoughts for the researchers of technology supported learning-domain.

An E-Learning Web 2.0 Experience at the University

2014 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Michelle Pieri
Keyword(s):  
Web 2.0 ◽  
Learning Experience ◽  
Internet Connection ◽  
Learning Platform ◽  
E Learning ◽  
The University ◽  
Academic Year

This contribution focuses on an experience of e-learning Web 2.0 realized at the University of Milano-Bicocca (Milano, Italy) in the 2011-2012 Academic Year. In this experience the authors used Thinktag Smart, a new e-learning Web 2.0 platform, to train 137 students of the University of Milano-Bicocca. All participants had done e-learning before and had an Internet connection in their homes. At the end of the experience the authors evaluated the learning experience and the learning platform using an evaluative questionnaire given to the students who took part in the experience. After an introduction to Web 2.0 and e-learning 2.0, this paper will deal with this learning experience and its results.

Social Software in E-Learning

2007 ◽  
pp. 271-293
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Web 2.0 and social software: the medical student way of e-learning

2010 ◽  
pp. 100618101207066-5 ◽  
Author(s):  
John Sandars ◽  
Matthew Homer ◽  
Godfrey Pell ◽  
Tom Crocker
Keyword(s):  
Medical Student ◽  
Web 2.0 ◽  
Social Software ◽  
E Learning

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

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