The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

2014 ◽  
Vol 10 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Elham M. Al-Mukhaini ◽  
Wafa S. Al-Qayoudhi ◽  
Ali H. Al-Badi
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Learning Styles ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Education Students ◽  
Wide Range ◽  
The Impact ◽  
Social Networking Tools

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

scholarly journals FORMAL COURSE DESIGN AND THE STUDENT LEARNING EXPERIENCE

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Gary Brown ◽  
Carrie B. Myers ◽  
Sharon Roy
Keyword(s):  
Faculty Development ◽  
Student Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Interaction ◽  
Washington State University ◽  
The Impact

What impact does collaboration between faculty and professional course designers have on the student learning experience? As the use of technologies increases, educational institutions have to find ways of identifying and addressing expectations about how technologies can best be incorporated into the teaching and learning experiences. This paper reports on efforts at Washington State University to develop and assess the course design and faculty development process and the impact the process has on student learning experiences. The results of a comprehensive set of faculty and student surveys from five groups suggest that the systematic course design process improves students’ opportunities for faculty-student interaction, student-student interaction, and other elements associated with best practice. The implications of this study for faculty development and policy implementation are discussed.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Some results of studying the impact of digital technologies upon learning activities

2020 ◽  
pp. 1-14
Author(s):  
Elvira Vitaljevna Burtseva ◽  
Olga Chepak ◽  
Olga Kulikova
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Negative Impact ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Key Factor ◽  
Negative Effect ◽  
The Subject ◽  
The Impact

The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.

scholarly journals LIFE ON DISPLAY: WHY IT IS IMPORTANT TO EXPOSE YOUR ACTIONS ON THE SOCIAL NETWORK

2021 ◽  
Vol 6(72) (4) ◽  
pp. 41-48
Author(s):  
A. E. Starchenko ◽  
M. V. Semina
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Network ◽  
Reference Group ◽  
Human Life ◽  
Sociological Study ◽  
The Social ◽  
Personal Accounts ◽  
The Impact ◽  
To Receive

Social networks have emerged relatively recently in human life, but have already become an integral part of it. Companies tell about themselves, their activities, innovations, promotions and events in their profiles. This helps increase audience coverage, tell more about your brand, products, services. People in personal accounts have the opportunity to share their lives and creativity through photos, videos and texts. Now it is not necessary to receive higher education to become an operator, director or actor whose talent is recognized by society. It is enough to start a page on the social network and start sharing your knowledge and creativity. To find out why people post photos, videos and write texts on their social networks, a pilot sociological study was carried out. The method of deep interview with active users of social networks was chosen to carry out the study. The interview allowed getting unique information, to learn the opinion of users about social networks, the impact of the new way of communication on their life, to identify the reasons why users start and maintain profiles. The respondents were 20 users of social networks between the ages of 19 and 22. Interviewees have profiles on the most popular Instagram and Vkontakte networks. As a result of the analysis of the interview, a tendency was revealed to differ in the perception of users of their actions on the social network and similar actions of other users. Their content is perceived by them as opportunities to be in sight, as a resource to form their social status and an element of influence on their reference group. And the same content published by others is perceived as boasting.

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