فاعلية بيئة تعلم قائمة على أدوات الجيل الثاني من الويب في تنمية الدافعية للإنجاز الدراسي لدى عينة من التلاميذ الموهوبين ذوي التفريط التحصيلي في ضوء نظرية الذكاءات المتعددة = Effectiveness of Learning Environment Based on Web 2.0 Tools in Develop Scholastic Achievement Motivation for a Sample of Gifted - Underachievers Pupils Based on Multiple Intelligences Theory

2014 ◽  
pp. 17-100
Author(s):  
عمرو محمد محمد أحمد درويش ◽  
أحمد حسن محمد الليثي
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Multiple Intelligences ◽  
Achievement Motivation ◽  
Scholastic Achievement ◽  
Web 2.0 Tools ◽  
Multiple Intelligences Theory ◽  
Gifted Underachievers

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

scholarly journals Transforming Learning–Empowering Children through Multiple Intelligences

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Venkateshwar Rao D
Keyword(s):  
Cooperative Learning ◽  
Multiple Intelligences ◽  
Sampling Technique ◽  
School Level ◽  
Scholastic Achievement ◽  
Intervention Programme ◽  
Achievement Data ◽  
Multiple Intelligences Theory ◽  
Teaching Learning ◽  
The Impact

The purpose of this study is to evolve a cooperative learning strategy using teaching-learning activities prepared according to Multiple Intelligences Theory and study the impact on scholastic achievement of students. The study has been carried out on 6th grade students who did not show any improvement in an intervention programme especially with respect to scholastic achievement. Data was collected from 16 students of 6th grade by following purposive sampling technique. Data was subjected to statistical analysis by using mean and t- test. The findings indicate that when cooperative learning opportunities are combined in the curriculum by using Multiple Intelligences theory, students’ scholastic achievement in various subjects will be improved. It has been recommended to follow the same teaching-learning approach to improve the scholastic achievement of students at school level.

Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes

2016 ◽  
pp. 195-211
Author(s):  
Moussa Tankari
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Web 2.0 ◽  
Team Work ◽  
Future Research ◽  
Task Completion ◽  
Web Based ◽  
Web 2.0 Tools ◽  
American Institution ◽  
Survey Results

This chapter reports on online student task completion activities as they engage in a learning environment that uses multiple Web 2.0 tools in two sections of a graduate level Educational Technology course at an American institution of higher education. Using a web-based Likert-type questionnaire to collect data from twenty-two participants, this chapter sought to investigate the relationship between working with multiple Web 2.0 tools and student task completion activities (following discussion threads, team work, and meeting assignment deadlines) in a network learning environment (NLE), what Web 2.0 tools students prefer the most in online learning environments, whether there is any gender difference in terms of task completion, and which activities presented more challenge to participants. The survey results indicate that no significant correlation exist between the variables. Finally, recommendations for future research are suggested.

Effective Virtual Learning Environment through the Use of Web 2.0 Tools

2014 ◽  
pp. 143-153
Author(s):  
Huseyin Bicen
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Web 2.0 Tools ◽  
Effective Learning ◽  
Positive Effects ◽  
The Web

The use of social networking sites and Web 2.0 tools is increasing. Research shows that education via Web 2.0 tools increases students' motivation and their interest in the learning. Therefore, a teaching environment can be created using social networking sites in which Web 2.0 tools allow effective learning. In this chapter, some of the Web 2.0 tools available for effective virtual learning environment creation are examined. Suggestions are provided regarding possible uses of tools such as Classmint, Pinterest, Voki, Screenleap, Pageflip-flap, Youtube, Prezi, Secondlife, Animoto, Sketchfu, and Quizrevolution, and their positive effects on students.

scholarly journals The critical thinking skills for digital writing in a learning environment supported by Web 2.0 tools/Las habilidades del pensamiento crítico durante la escritura digital en un ambiente de aprendizaje apoyado por herramientas de la web 2.0

1970 ◽  
Vol 12 (1) ◽  
Author(s):  
Gerzon Yair Calle Álvarez
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Web 2.0 ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Writing ◽  
Web 2.0 Tools

Este artículo es el resultado de una investigación que tuvo como objetivo analizar el desarrollo de las habilidades del pensamiento crítico durante la producción de textos digitales bajo ambientes de aprendizaje apoyados en herramientas de laweb 2.0, para contribuir a la comprensión de los procesos escriturales apoyados por las tecnologías de la información y la comunicación en la educación media. El enfoque asumido en el estudio fue mixto, participaron 32 estudiantes de gradoonce, quienes durante 11 sesiones elaboraron producciones escritas digitales en el marco de un ambiente de aprendizaje apoyado por herramientas de la web 2.0.

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