Students’ Perceptions Towards Using Web 2.0 Technologies in Education

Faizi, Rdouan; Chiheb, Raddouane; Afia, Abdellatif El

doi:10.3991/ijet.v10i6.4858

Cited by 27 publications

(18 citation statements)

References 9 publications

(9 reference statements)

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“…, at the levels of better academic performance which reflected on higher scores (Lemus-Zúñiga et al, 2015;Mancillas & Brusoe, 2016;Muñoz-Repiso & Tejedor, 2012;Valentín et al, 2013). Students perceptions of regarding the use of ICT on their academic work are positive (Russo, Zhang, & Fallon, 2015), which reflects on the time dedicated to using them to support their academic learning, being approximately half of their time of study (Faizi, Chiheb, & El Afia, 2015), the development of e-skills (Yousseff, 2013). Regarding students with disabilities, the positive aspect of ICT use relates to their social development, although the digital capital depends on the access to technologies and its accessibility (Seale, 2013;Seale, Georgeson, Mamas, & Swain, 2015).…”

Section: B Information and Communication Technologies (Ict)mentioning

confidence: 99%

Digital technologies in support of students learning in Higher Education: literature review

Pinto

Leite

2020

DER

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Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

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Section: B Information and Communication Technologies (Ict)mentioning

confidence: 99%

Digital technologies in support of students learning in Higher Education: literature review

Pinto

Leite

2020

DER

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“…Web 2.0 tools are seen as important to eliminate this shortcoming. Butler (2012) defines Web 2.0 as web-based applications that allow users to create content in online environments, which has provided students with some educational advantages such as online discussions and communication via social networks (Faizi, Chiheb, & El Afia, 2015). In addition to these, many benefits of Web 2.0 in facilitating access to information, encouraging collaborative activities and providing low-cost training opportunities were mentioned (Faizi at al., 2015;Grosseck, 2009).…”

Section: Web 20 In Higher Educationmentioning

confidence: 99%

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Cumhur

Çam

2021

JPR

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This study aims at using a Web 2.0 tool supported-application to achieve digital transformation in an assessment and evaluation course. The study explored the effectiveness of application on the academic achievement, attitude and views of student teachers. Following a mixed-method research design, the quantitative part comprised the pre-test-post-test quasi-experimental research with a control group and the qualitative part utilized a case study. The study was performed in the education faculty of a state university with a total of 52 student teachers (25 in the experimental group and 27 in the control group). While the courses were supported by Web 2.0 tools in the experimental group, traditional teaching methods were applied in the control group for a 14-week course period. The assessment and evaluation achievement test and attitude scale were used to gather quantitative data, while an interview form about the learning environment supported by Web 2.0 tools and the researcher observation notes were used to obtain qualitative data. For the quantitative part of the study, t-tests were computed and the qualitative data were analyzed through content analysis. The findings yielded a significant difference between the experimental and control groups in favor of the experimental group. The findings of the content analysis showed that experimental group student teachers found the Web 2.0 tools-supported course more enjoyable, effective and attention-taking. Based on these results, suggestions have been made to change the monotonous higher education courses and design them in a way that will attract the attention of students with Web 2.0 tools.

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“…The software must provide a new experience to the students, leading them to a more active and collective engagement during the class. Ref [25] confirmed that Web 2.0 technologies are generally associated with a variety of meanings that include an emphasis on user-generated content, information sharing, collaborative efforts, new ways of interacting with Web-based applications as well as the use of the Web as a social platform for creating, repositioning and consuming content. Web 2.0 technologies include social networks, blogs, micro-blogs, wikis, discussion boards, bookmarking and media sharing.…”

Section: The Influence Of the Use Of Technology On Sapmentioning

confidence: 99%

Factors Influencing Academic Performance of Students in Blended and Traditional Domains

Ismail

Mahmood²,

Abdelmaboud³

2018

Int. J. Emerg. Technol. Learn.

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Abstract-This paper aims to identify the most important and significant factors in two different areas of learning: combined and traditional learning. Several critical issues have not yet been resolved to achieve the full potential of the learning outcomes in the two domains. The objective of this paper is to review the critical factors that have a great influence on academic performance. The document focuses specifically on a set of factors such as the use of technology, the interaction processes, the characteristics of the students and the class. These identified factors were classified and discussed. The document also determines the technical and pedagogical limitations of the two declared domains. The technical and pedagogical challenges were proposed and future works were recommended.

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Students’ Perceptions Towards Using Web 2.0 Technologies in Education

Cited by 27 publications

References 9 publications

Digital technologies in support of students learning in Higher Education: literature review

Digital technologies in support of students learning in Higher Education: literature review

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Factors Influencing Academic Performance of Students in Blended and Traditional Domains

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