scholarly journals Collaborative Learning Strategy based on Web 2.0 Technologies Environment and Its Impact on Cognitive Achievement and Cooperative Learning Skills for Students of Faculty of Education at Middle East University in Jordan

2019 ◽  
Vol 20 (03) ◽  
pp. 211-237
Author(s):  
Fadi A. Odeh Bani Ahmad
Keyword(s):  
Middle East ◽  
Collaborative Learning ◽  
Cooperative Learning ◽  
Web 2.0 ◽  
Learning Strategy ◽  
Cognitive Achievement ◽  
Web 2.0 Technologies ◽  
Learning Skills ◽  
Faculty Of Education

scholarly journals Using Web 2.0 Technologies for Collaborative Learning in Distance Education—Case Studies from an Australian University

2012 ◽  
Vol 4 (1) ◽  
pp. 216-237 ◽  
Author(s):  
Kristin den Exter ◽  
Stephen Rowe ◽  
William Boyd ◽  
David Lloyd
Keyword(s):  
Distance Education ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Case Studies ◽  
Web 2.0 Technologies

scholarly journals The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

2017 ◽  
Vol 7 (1) ◽  
pp. 114 ◽  
Author(s):  
Abdullah Tarik Gencturk ◽  
Agah Tugrul Korucu
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Web 2.0 ◽  
Programming Languages ◽  
Control Group ◽  
Instructional Technologies ◽  
Web 2.0 Technologies ◽  
Learning Skills ◽  
Post Test ◽  
Experimental Group

It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in “Programming Languages” lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Keleşoğlu, Necmettin Erbakan University in 2015-2016 academic year. “Academic Success Test” developed by researcher, “Attitude Towards Programming Languages Scale” which is adapted into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saraçoğlu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students’ academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.

scholarly journals Collaborative Learning for the Net Generation

2012 ◽  
Vol 3 (3) ◽  
pp. 10-24
Author(s):  
S. Roodt ◽  
C. de Villiers ◽  
P. Joubert
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Undergraduate Students ◽  
Group Work ◽  
Learning Preferences ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Computer Supported Collaborative Learning ◽  
First Year Students ◽  
Learning And Teaching

Educating learners is a challenging task for academics. Many challenges arise because of the unique learning preferences of today’s learners, known as the Net Generation, who have grown up with technology. For academic communities, these students provide an opportunity for Faculties to adapt and enhance the learning process. This paper explores the implementation of Web 2.0 technologies at an undergraduate level for an introductory business-driven technology course. These Web 2.0 technologies were selected specifically for their collaborative nature and ability to support large numbers of students. This paper summarises the experiences of undergraduate students in the context of group work and social networking within a computer supported collaborative learning environment. The findings are based on a questionnaire, completed by 890 first year students of their experiences. Through this questionnaire, the authors determine whether the students found the introduction of new learning and teaching tools to be effective. The findings of this paper indicate that group work can be significantly enhanced through the use of Web 2.0 technologies and social networks.

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