Factors, issues and interdependencies in the incorporation of a Web 2.0 based learning environment in higher education

Karvounidis, Theodoros; Chimos, Konstantinos; Bersimis, Sotiris; Douligeris, Christos

doi:10.1007/s10639-017-9644-8

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…Technologies have many affordances in education. The interactivity of Web 2.0 was supposed to enhance student's comprehension and interest of online information (Karvounidis et al, 2018); social networking may develop writing and collaboration skills (Voivonta, & Avraamidou, 2018); mobile devices enable anytime, anyplace learning; augmented reality increases student's learning attitudes and learning efficiency (Teng et al, 2018); and digital games increase engagement and hence improve academic achievement (Kiili et al, 2014;Outhwaite et al, 2017). From these few examples, it is clear that the mass adoption of any one technology could shift the focus in a classroom.…”

Section: Introductionmentioning

confidence: 99%

Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Dubé

Wen

2021

Educ Inf Technol

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Educational technologies have captured the attention of researchers, policy makers, and parents. Each year, considerable effort and money are invested into new technologies, hoping to find the next effective learning tool. However, technology changes rapidly and little attention is paid to the changes after they occur. This paper provides an overall picture of the changing trends in educational technology by analyzing the Horizon Reports' predictions of the most influential educational technologies from 2011 to 2021, identifying larger trends across these yearly predictions, and by using bibliometric analysis to evaluate the accuracy of the identified trends. The results suggest that mobile and analytics technologies trended consistently across the period, there was a trend towards maker technologies and games in the early part of the decade, and emerging technologies (e.g., VR, AI) are predicted to trend in the future. Overall, the specific technologies focused on by the HRs' predictions and by educational researchers' publications seem to coincide with the availability of consumer grade technologies, suggesting that the marketplace and technology industry is driving trends (cf., pedagogy or theory).

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Section: Introductionmentioning

confidence: 99%

Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Dubé

Wen

2021

Educ Inf Technol

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“…I-SERF is a two-layered framework in which the first layer is educational and draws on the interaction between three forms of knowledge: content, technology, and pedagogy while the second layer proposes an evaluation methodology to the first layer. This framework adds the elements of the learner's self-regulation and self-evaluation that were missing in previous frameworks (Karvounidis, Chimos, Bersimis, and Douligeris (2018).…”

Section: Social Media Learning Design Frameworkmentioning

confidence: 99%

Social Media Learning Activities (SMLA): Implications for Design

Zgheib

Dabbagh

2020

OLJ

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This study explored how experienced faculty are using social media to support student learning. It analysed the types of social media learning activities (SMLAs), their design, the cognitive processes that they support, and the types of knowledge that students engage in when completing SMLAs. Data gathered from five different cases of six faculty using social media in their courses revealed that social media has the potential to support student learning and promote different levels of cognitive processes and types of knowledge. Results also revealed that experienced faculty select social media tools based on their technology features or their popularity in the field of study, and they recommend integrating several media sources in the design of a single SMLA. Furthermore, this study suggested that experienced faculty who use social media, specifically wikis and blogs, use them as Learning Management Systems. Finally, the social factor of social media was not evident in the design of the learning activities, and faculty reported promoting more dialogue in their revised SMLA. The findings of this study yielded significant considerations for faculty when designing SMLA.

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“…Despite the fact that in some cases the evidences point to a lack of direct impact on the learning performance of students, Web 2.0 has proved its value as an instructional reinforcer, an instrument for the enhancement of student satisfaction, interest and learning experience (Karvounidis et al, 2018), and an ubiquitous provider of resources that are both directed at the student and authentic (Huang, 2019). Various studies examine the importance of Web 2.0 in higher education, featuring different technologies and platforms (Biasutti, 2017;Deng et al, 2018;Eid & Al-Jabri, 2016;Lackovic et al, 2017;Liu, 2016;Manca, 2020;Selwyn & Gorard, 2016).…”

Section: Web 0 Succe Ss Ful Implementati On: a Con Cep Tual Fr Ame Workmentioning

confidence: 99%

“…The proliferation of technology integration in education has resulted in some challenges for teachers at the level of their familiarity with technology and the need to meaningfully incorporate it into their teaching (Scherer et al, 2020). Instructors who present some difficulties with computer literacy and familiarisation with Web 2.0 may require additional support at the design level (Karvounidis et al, 2018). Hence, educational institutions should provide teachers with training on Web 2.0 (Fan et al, 2016;Soomro et al, 2015;Yuen et al, 2011).…”

Section: Technologymentioning

confidence: 99%

Framework for Web 2.0 implementation in higher education: Experts’ validation

Isaías

Miranda

Pífano³

2020

Higher Education Quarterly

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Technology, and Web 2.0 in particular, has been the focus of many universities' efforts to respond to 21st-century learners' demands and the volatile nature of the modern workplace. Web 2.0, with the numerous benefits it presents, seems to fit the needs of a socially connected and information-led society, but its integration in educational settings remains an intricate process. This paper examines the factors that potentiate the successful integration of Web 2.0 tools in higher education, by structuring them into a framework composed of six elements. The framework was validated by an online questionnaire that was distributed among higher education experts, who reiterated the importance of all the factors: technology selection, user-friendly tools, students' participation, high number of active students, relevant content, and features for content addition and communication. ResumoA tecnologia, e a Web 2.0 em particular, tem sido o foco do esforço de resposta, de muitas universidades, às demandas dos alunos do século 21 e à natureza volátil do local de trabalho contemporâneo. A Web 2.0, com os inúmeros benefícios que apresenta, parece atender às necessidades de uma sociedade socialmente conectada e orientada pela informação, mas a sua integração em ambientes educacionais permanece um processo complexo. Este trabalho examina os fatores que potencializam a integração bem-sucedida de ferramentas da Web 2.0 no ensino superior, estruturando-as | 649 ISAÍAS et Al.

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Factors, issues and interdependencies in the incorporation of a Web 2.0 based learning environment in higher education

Cited by 7 publications

References 21 publications

Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Social Media Learning Activities (SMLA): Implications for Design

Framework for Web 2.0 implementation in higher education: Experts’ validation

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