[…] a network platform, spanning all connected devices. Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experience.In Thailand, the use of the Internet is increasing day-by-day. According to the statistics of December 2012, in Thailand, 20 Universities such as University of Edinburgh have been using Blogs, RSS feeds, Social bookmarking, and Podcasts for knowledge sharing in a collaborative way [3].Libraries and academic health science libraries have been using Facebook mainly for marketing the libraries, for example, delivering announcements to library users, posting photos, and providing chat reference [4]. The Ohio University library has been using RSS feeds to promote news and events, such as arrivals of new books, new items in the collection etc. (http://www.osu.edu/rss.php). Also, most of state university libraries in Thailand have used Blogs and Wikis to promote of library news and activities, announcement in their organization and knowledge management. Additionally, Instant messaging can be used in reference services in order to communicate with library patrons [5].But little has been done on the students' awareness and use of Web 2.0 tools in universities in Thailand. Many of these studies focus on one particular Web 2.0 application in teaching and learning, for example, the application of Facebook, such as [6]- [12]; Blogs, such as [13]. Arising from this realization, this study attempted to investigate the awareness and use of most Web 2.0 tools by the first year IS students in WU, Thailand. To do this, the following research objectives were raised: 1) to investigate the awareness and use Of Web 2.0 tools by the first year IS students in WU; 2) to identify the reasons of the first year IS students in WU using Web 2.0 tools; 3) to determine the means through which students learnt the skills to use Web 2.0 tools.
The aims of this research were to explore students’ learning achievements, satisfaction levels and attitudes regarding the use of research-based learning (RBL) approach in a Digital Collection Development and Preservation course. Participants of the study are 17 Digital Information Management (DIM) undergraduates registered in the course in the second semester of 2016 at Walailak University, Thailand. The instruments used were pre- and post-attitude questionnaires, and questionnaire measuring levels of students’ satisfaction. The results indicated that 1) studentspassed the learning achievement test at a rate of 58.82 %; 2) their overall satisfaction with RBL was generally high, and 3) students’ attitudes towards RBL were significantly higher after its use than before, specifically regarding their perceptions of enhancing analysis and critical thinking skills, and the extent to which RBL will be helpful in their future careers. Additionally, the students also reported they were happy to study in this type of course.
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