Encouraging Knowledge Sharing using Web 2.0 Technologies in Higher Education: A Survey

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

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

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.2018070101 ◽

2018 ◽

Vol 13 (3) ◽

pp. 1-17 ◽

Cited By ~ 5

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.

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“You Can Lead the Horse to Water, but … ”

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch112 ◽

2012 ◽

pp. 182-199

Author(s):

Henk Huijser ◽

Michael Sankey

Keyword(s):

Higher Education ◽

Distance Education ◽

Web 2.0 ◽

Learning Management Systems ◽

Web 2.0 Technologies ◽

Learning And Teaching ◽

Potential Benefits ◽

The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

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Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch079 ◽

2010 ◽

pp. 1162-1181

Author(s):

Haya Ajjan ◽

Richard Hartshorne ◽

Richard E. Ferdig

Keyword(s):

Higher Education ◽

Educational Technology ◽

Web 2.0 ◽

Social Networking ◽

Planned Behavior ◽

Relevant Literature ◽

Future Research ◽

Policy Changes ◽

Web 2.0 Technologies ◽

Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher educationthrough a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploringstudent and faculty awareness of the potential of Web 2.0technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student andfaculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

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Faculty Use and Perceptions of Web 2.0 in Higher Education

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch015 ◽

2010 ◽

pp. 241-259 ◽

Cited By ~ 1

Author(s):

Richard Hartshorne ◽

Haya Ajjan ◽

Richard E. Ferdig

Keyword(s):

Higher Education ◽

Web 2.0 ◽

Social Networking ◽

Instant Messaging ◽

Video Conferencing ◽

Relevant Literature ◽

Future Research ◽

Web 2.0 Technologies ◽

Internet Telephony ◽

Audio Video

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both emerging educational technologies and social networking. Additionally, the authors report the results and implications of a study exploring faculty awareness of the potential of Web 2.0 technologies (blogs, wikis, social bookmarks, social networks, instant messaging, internet telephony, and audio/video conferencing) to support and supplement classroom instruction in higher education. Also, using the Decomposed Theory of Planned Behavior as the theoretical foundation, the authors discuss factors that influence faculty decisions to adopt specific Web 2.0 technologies. The chapter concludes with a discussion of the implications of the study and recommendations for future research.

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Web 2.0 Technologies

Adult Learning in the Digital Age ◽

10.4018/978-1-60566-828-4.ch018 ◽

2011 ◽

pp. 208-218

Author(s):

Teresa Torres-Coronas ◽

Ricard Monclús-Guitart ◽

Araceli Rodríguez-Merayo ◽

M. Arántzazu Vidal-Blasco ◽

M. José Simón-Olmos

Keyword(s):

Higher Education ◽

Social Capital ◽

Adult Learning ◽

Web 2.0 ◽

Social Software ◽

Web 2.0 Technologies ◽

New Learning ◽

Human Capacity

Web 2.0 technologies are playing an important role in building social capital through increasing flows of information, and building on knowledge and human capacity of learning. The purpose of this chapter is to show the role that social software, a component of Web 2.0 technologies, can play in higher education and adult learning. This chapter focuses on the role of Web 2.0 technologies in promoting learning. New learning paradigms and pedagogical applications are also discussed.

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Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

Handbook of Research on Web 2.0, 3.0, and X.0 ◽

10.4018/978-1-60566-384-5.ch033 ◽

2010 ◽

pp. 593-612

Author(s):

Haya Ajjan ◽

Richard Hartshorne ◽

Richard E. Ferdig

Keyword(s):

Higher Education ◽

Educational Technology ◽

Web 2.0 ◽

Social Networking ◽

Planned Behavior ◽

Relevant Literature ◽

Future Research ◽

Policy Changes ◽

Web 2.0 Technologies ◽

Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher education through a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploring student and faculty awareness of the potential of Web 2.0 technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student and faculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

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