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

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

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.

Choosing Web 2.0 Tools for Instruction

2014 ◽  
Vol 10 (2) ◽  
pp. 25-35 ◽  
Author(s):  
Saurabh Gupta
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Digital Natives ◽  
Traditional Education ◽  
Discussion Boards ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Demand Pull

The growth of technology and the inclusion of “digital natives” as students in the education world have created a demand pull for the use of Web 2.0 technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this paper, the authors aim to provide a theory-driven model to outline the application and impact of these technologies in education. The authors focus on the education tasks and technologies characteristics to evaluate the underlying fit. The authors use the extant research to substantiate the model and provide practitioner guidelines.

Comparing Traditional Teaching with Andragogical Teaching via Web 2.0 Technologies

2012 ◽  
pp. 135-148
Author(s):  
Judith Parker
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Case Studies ◽  
Instructional Methods ◽  
Knowledge Development ◽  
Traditional Teaching ◽  
Web 2.0 Technologies ◽  
Virtual Classrooms ◽  
Face To Face ◽  
The Social

The social networking and knowledge development features of Web 2.0 have offered new opportunities and challenges for teaching. This chapter will explore how these have impacted instructional methods utilized in both traditional and andragogical teaching in both face-to-face and virtual classrooms. It will include case studies as well as student comments.

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.

scholarly journals Las TIC en la formación de docentes de la especialidad de dibujo. La propuesta "aula infinita" para el nuevo master universitario de profesorado en Educación Secundaria

2011 ◽  
pp. a163
Author(s):  
Ricard Huerta ◽  
Ricardo Domínguez
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Web 2.0 ◽  
Case Studies ◽  
Visual Arts ◽  
Qualitative Methodology ◽  
Training Teacher ◽  
The Future ◽  
School Training ◽  
Aprendizaje Colaborativo

El presente artículo analiza la influencia que tienen las TIC entre los estudiantes del nuevo Master Universitario en Profesor/a de Educación Secundaria. Hemos indagado en la imagen que los estudiantes generan sobre ellos y sobre su papel como educadores. Utilizamos la fotografía y del blog como instrumentos para publicar y comentar las imágenes realizadas por el alumnado en un ambiente de aprendizaje colaborativo que propicia el uso educativo del web.2.0. Aplicamos la metodología cualitativa de los estudios de caso, útiles en el campo de la cultura visual y las pedagogías culturales.ICT uses in drawing secondary school training teachers. The project "infinite classroom" for a new university master in secondary school teachersAbstractThis article introduces certain identity aspects of the students in the Training Teacher Master for Secondary School. We have centred the work on the groups of Visual Arts speciality, searching the image that the future teachers generate on them and on his paper as educators. We focuses in the influence from the ICT in this sector. Students use the photography and the blog as instruments for the publication and comment their images and works. This practice introduces the new environments of collaborative learning that propitiates the educational use of web.2. We have used a qualitative methodology from the case studies, the recent researches on studies in cultural pedagogies.

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