Practice From Implementing Web 2.0 Tools in Higher Education

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.

The Use of LearningApps Tool in Foreign Language Teaching

Technology plays an important role in every aspect of life. It is seen that the type of technology used in language teaching is quite diverse. Thanks to the diversity and accessibility of technological tools, teachers' opportunities have increased. Teachers need some web tools to create more effective lesson designs and course materials on the internet. Many of these web tools are Web 2.0 tools that are at the service of teachers free of charge, though limited. LearningApps is one of the Web 2.0 tools. It is a website available at learningapps.com that offers teachers materials such as worksheets and interactive applications and the opportunity to share them directly with students. The aims of this chapter are to introduce the LearningApps tool to foreign language teachers and to create activities using this tool on a sample lesson plan and to contribute to the teachers in this regard.

Factors Influencing Web 2.0 Technology Usage among Academics

The usage of Web 2.0 tools in education affords many benefits, which include increased access to educational resources, and the ability to collaboratively create and use content. Despite the benefits of Web 2.0 tools in higher education, the technology has not been widely used by academics in South Africa. Thus, the purpose of this research is to investigate the extent of usage and the factors that play a role in the usage of Web 2.0 tools among academics at two South African higher education institutions. A case study research strategy was adopted to fulfil the objectives of the study. This paper reports on the quantitative approach used to conduct the study. A questionnaire was administered to collect data from the target population. The results revealed that individual factors, organisational factors, perceived usefulness and perceived quality characteristics are significant predictors to the usage of Web 2.0 tools. The study has practical implications for academic stakeholders in private higher education for the integration of Web 2.0 technology into their teaching practice.

AN EXPLORATORY RESEARCH: ELT AND ELL STUDENTS’ TENDENCIES TOWARDS WEB 2.0 TOOLS

<p>The research aims to reveal ELT and ELL students’ tendencies towards the application of Web 2.0 tools in language learning process and to reveal whether the department and gender had a significant effect on the attitudes towards Web 2.0 tools for academic purposes. The research also investigated the sorts of Web 2.0 tools ELT and ELL learners use for academic purposes. The participants were 94 students from English Language Teaching (ELT) and English Language and Literature (ELL) departments at Tokat Gaziosmanpaşa University. The overall results of the research have shown that majority of learners use Web 2.0 tools to enhance vocabulary, listening comprehension, reading, speaking skills and finally their writing skills. The findings also illustrate that participants are conscious of the existence of these tools and they generally have a positive tendency towards the implementation of these tools in their language learning process. Furthermore, social networking sites were the most favored tools by students for academic purposes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions

This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.

Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English

As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.

The effect of generic medicines e-learning course via Web 2.0 tools on knowledge of pharmacists and pharmacy students

Background: Research scoping on e-learning and novel web 2.0 tools in pharmacy education in Arabic Language Speaking Countries (ALSCs) is scarce. Aim and methods: Therefore, this study aimed to develop an online educational course on generic medicines to reveal the views of Arab pharmacists and pharmacy students about emerging technologies in transferring pharmaceutical knowledge and assess the differences in knowledge scores before and after the online educational intervention and the differences in knowledge scores among study subgroups. Results: The total mean knowledge score after attending the online educational intervention significantly increased, from 4.9±1.68 to 7.75±1.75 (t(86) = 4.6, p<0.001). Providing an online course using web 2.0 tools to transfer pharmaceutical knowledge was viewed as highly positive (mean score = 62.23±6.08, range 45-75 points). Significant sex and status differences were identified post-assessment. Female participants and pharmacists had higher knowledge scores compared with males and students, respectively. Conclusion: The online course development was successfully implemented using Schoology as an online learning management system (LMS) and Facebook as a social network site (SNS). Arab pharmacists and pharmacy students found e-learning and web 2.0 tools to be effective novel technologies in transferring pharmaceutical knowledge.