Web 2.0 Technologies and the Spirit of Online Learning

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

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Internet Technologies and Online Learning

Adult Education and Vocational Training in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0929-5.ch006 ◽

2016 ◽

pp. 98-117

Author(s):

Victor X. Wang ◽

Theresa Neimann

Keyword(s):

Online Learning ◽

Active Learning ◽

Web 2.0 ◽

Online Teaching ◽

Teaching And Learning ◽

Online Discussion ◽

Discussion Groups ◽

Online Teaching And Learning ◽

Passive Learning ◽

New Knowledge

This study analyzes whether or not active learning can be taught online. There are many definitions of learning, all reflecting the academic specialties from which each discipline is conducted: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. However, active online learning is also defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Many Web 2.0 platforms help promote active as differentiated from passive learning in which learners are unparticipatory learners. Among theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy guide the assumption that active learning can take place online. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active online learning since Web 2.0 Technologies were used for online teaching and learning.

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A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Education Sciences ◽

10.3390/educsci11090483 ◽

2021 ◽

Vol 11 (9) ◽

pp. 483

Author(s):

Razzaqul Ahshan

Keyword(s):

Student Engagement ◽

Active Learning ◽

Management System ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Management System ◽

Educational Technologies ◽

Online Teaching And Learning ◽

Teaching Pedagogy ◽

E Learning

The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.

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