E-learning for the New Generations, a Web 2.0 Approach

An investigation into the students’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.

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Dispatches from the Graduate Classroom

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

10.4018/978-1-60566-788-1.ch021 ◽

2010 ◽

pp. 351-366

Author(s):

F. R. Nordengren ◽

Ann M. York

Keyword(s):

Web 2.0 ◽

Popular Literature ◽

Future Research ◽

Evidence Based ◽

Web 3.0 ◽

E Learning ◽

Theoretical Evidence ◽

Concept Of Information ◽

Concurrent Analysis ◽

The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

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CTE Distance E-Learning Application

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch032 ◽

2009 ◽

pp. 408-420

Author(s):

Brenda C. Ledford

Keyword(s):

Distance Education ◽

Web 2.0 ◽

21St Century ◽

Change Strategies ◽

Pedagogical Approach ◽

Learner Centered ◽

E Learning ◽

Pedagogical Theory ◽

Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

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Web 2.0 Meets Conference

Looking Toward the Future of Technology-Enhanced Education ◽

10.4018/978-1-61520-678-0.ch011 ◽

2010 ◽

pp. 192-204 ◽

Cited By ~ 4

Author(s):

Thomas Bernhardt ◽

Marcel Kirchner

Keyword(s):

Web 2.0 ◽

Teaching And Learning ◽

Educational Context ◽

E Learning

Admittedly the usual conference format stays in opposite to the thoughts of participation and equality in Web 2.0. The EduCamp is a special BarCamp for trends in teaching and learning. It is focused on the educational context and considers important topics like E-Learning 2.0 in schools, universities or business and many others. The main intention of an EduCamp will become obvious which aims on conversations and discussions about different problem areas, searching and finding solutions together and exchanging on application scenarios or appropriate tools for education. It is based on a new concept that finally offers potentials for developing a conference culture with improved participation.

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Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

Advances in Business Information Systems and Analytics - Handbook of Research on User Experience in Web 2.0 Technologies and Its Impact on Universities and Businesses ◽

10.4018/978-1-7998-3756-5.ch014 ◽

2021 ◽

pp. 231-249

Author(s):

Cosmin Malureanu ◽

Adriana Malureanu ◽

Gabriel Lazar

Keyword(s):

Web 2.0 ◽

Time Management ◽

Multiple Linear Regression Model ◽

Motivational Factors ◽

Subjective Character ◽

Web 2.0 Tools ◽

Team Members ◽

Web Tools ◽

Depth Analysis ◽

E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

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