This article examines the uses of Web 2.0 technologies in online education: blogs, wikis, social networking, social bookmarking, and virtual gaming environments. It also presents research on the pedagogical uses of Web 2.0 in online education and training; the theoretical underpinnings of this pedagogy; implications for colleges, universities, and organizations that adopt Web 2.0 technologies; and future trends and the systemic impact of Web 2.0. According to Thompson (2008, p. 22), "Web 2.0 offers educators new teaching and learning tools. Web 2.0 can change the way teachers interact with students and how students interact among themselves."
This qualitative case study was designed to determine the extent to which a framework for exploring ethical principles for online facilitation is integrated into an online training course for faculty preparing to teach online. Specifically, this study examined the extent to which the principles of ethical teaching are addressed in an asynchronous faculty training course where participants complete learning activities designed to promote comprehension, application, and synthesis of ethical principles for teaching. Content analysis was performed on archived discussion forum transcripts from 18 randomly selected faculty members over a 12-month period. This chapter summarizes the ethical themes that emerged through content analysis.
Cognitive apprenticeship (Collins, Brown, & Newman, 1989) is an instructional framework that uses the underlying principles of traditional apprenticeship learning. The cognitive apprenticeship framework consists of the dimension of content, methods, sequence, and sociology. It focuses specifically on instructional modeling, coaching, and scaffolding. Through modeling, learners see expert facilitation techniques in a realistic setting. According to Schulte, Magenheim, Niere, and Schafer (2003), “the key issue is to make the problem solving process and the expert’s thinking visible to the learner” (p. 271). During coaching, learners receive guidance while they attempt to execute tasks and demonstrate skills. Scaffolding, the process of supporting learners while they acquire new skills, is provided and faded as learners begin to demonstrate mastery of these new skills. These techniques are employed in situated learning environments. Further, cognitive apprenticeship sets out to (a) identify an expert’s problem solving and critical thinking processes and make them visible to learners, (b) situate abstract task in authentic contexts, and (c) vary the diversity of situations in which problem solving may occur and articulate the common aspects in order to increase the potential for learning transfer (Collins, Brown and Newman, 1989).
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