The Perception of Web 2.0 Technologies on Teaching and Learning in Higher Education: A Case Study

Zelick, Stacia A.

doi:10.4236/ce.2013.47a2010

Cited by 17 publications

(18 citation statements)

References 15 publications

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“…Our extensive teaching experiences of this portfolio course indicates that before the use of the TPACK framework to guide students' reflection, students would write more about their emotions, beliefs, or general lessons learned from creating the artefacts, rather than articulate the knowledge and skills that demonstrate their mastery of the competencies. This concurred with findings from previous studies that students generated various types of reflection with varying levels of quality when no guidance was provided (Ayan & Seferoğlu, 2011;Chen et al, 2013;Lai & Calandra, 2010;Orland-Barak, 2005;Parkes & Kajder, 2010). With the guidance of the TPACK grounded instruction, students were able to represent learning growth in the form of their TPACK relevant knowledge elements.…”

Section: Discussionsupporting

confidence: 79%

“…In contrary, when e-portfolios are used as summative assessments, discipline-specific reflection is usually the intended goal for learners to demonstrate their disciplinary learning. Nevertheless, previous studies have shown that reflection without any guidance is mostly low in quality (Ayan & Seferoğlu, 2011;Lai & Calandra, 2010;Orland-Barak, 2005;Parkes & Kajder, 2010) and therefore may not be good evidence for assessment. Boud and Walker (1998) pointed out, "Without a focus on conceptual frameworks, learning outcomes and implications, reflection for learners can become selfreferential, inward looking and uncritical" (p. 193).…”

Section: Reflection In E-portfoliosmentioning

confidence: 99%

“…One possible reason for the lack of in-depth reflection lies in the absence of reflective thinking skills and well-guided opportunities for reflection. A consensus seems to emerge from previous studies that reflection without any guidance is mostly low in quality (Ayan & Seferoğlu, 2011;Lai & Calandra, 2010;Orland-Barak, 2005;Parkes & Kajder, 2010). In this study the technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006) was selected to guide and increase the depth of reflection written by master's degree students (graduate students hereafter) in the field of educational technology for their e-portfolios as capstone projects.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Ching

Yang

Baek

et al. 2016

AJET

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When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that graduate students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning outcomes. This study examined the extent master's degree students in the field of educational technology demonstrated their technological pedagogical content knowledge (TPACK) related elements in their e-portfolio reflection, when they were guided by TPACK framework grounded instruction. Using content analysis technique and open-ended survey responses, the findings show that graduate students were able to demonstrate their interconnected technological pedagogical knowledge in their reflection to justify their competencies. In addition, graduate students had positive reactions to the opportunity to reflect through writing the reflection paper. This study contributes to the eportfolio literature by signifying the importance of providing a discipline-specific framework to guide students' reflection of learning. The TPACK grounded instruction helped graduate students stay focused on their reflection. This study also contributes to the TPACK literature by demonstrating the extent to which graduate students presented their integrated knowledge of TPACK at the end of a program driven to developing students' technology integration expertise. IntroductionElectronic portfolios (e-portfolios) have emerged as an assessment strategy for pre-service and in-service teachers as well as professionals of various disciplines (Barrett, 2007;Joyes, Gray, & Hartnell-Young, 2010;Liao, 2011;Wakimoto & Lewis, 2014). The affordance of e-portfolios that makes the storage and retrieval of artefacts easier (Lin, 2008) complements the essential role of e-portfolios -helping students learn to think critically and reflectively (Thornton, Ferris, Johnson, Kidwai, & Ching, 2011). Ideally, when creating an eportfolio, students not only collect artefacts that showcase their learning and development, but also engage in reflective reasoning of their learning growth. Through reflection, students can connect, synthesise, and evaluate their interrelated knowledge, skills, and experiences in a comprehensive way. In addition, reflection can help students integrate their learning experiences into their existing knowledge base and encourage personal and meaningful connections to their learning.However, in reality, many e-portfolios are only organised collections of artefacts, which fail to include nurturing thoughtful reflection with insights (Hadley, 2006). Even when reflection is a required component for eportfolios, students often discuss their artefacts at a superficial level with only a description of the artefacts. Rarely do students reflect deeply to create a strong argumentative account that demonstrates their ability to connect theory with practice and that represents competencies critical to their professions. One possible reason for the lack of in-depth reflection lies in the absence of refl...

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Section: Discussionsupporting

confidence: 79%

Section: Reflection In E-portfoliosmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Ching

Yang

Baek

et al. 2016

AJET

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“…Taking a glance at the relevant literature five steps are followed to develop TPUWL scale to assess teachers' perceptions towards using web 2.0 tools in the lectures (Anyanwu, 2012;Horzum & Aydemir, 2014;Yuen, Yaoyuneyong, &Yuen, 2011;Zelick, 2013). Those steps are indicated in the Table 2.…”

Section: Development Of the Tpuwl Scalementioning

confidence: 99%

“…Several researchers tried to reveal in particular teachers' opinions related to using Web 2.0 tools. On the other hand, within our knowledge, there is not a scale developed to determine the perceptions of teachers' towards using Web 2.0 tools, (Anyanwu, 2012;Faize, Chiheb, & Ee Afia, 2015;Yuen, Yaoyuneyong, &Yuen, 2011;Zelick, 2013). Since no scale has been developed for assessing teachers' perceptions towards usage of web 2.0 tools, purpose of this study is to develop a scale to assess teachers' perception towards usage of web 2.0 tools and developing a scale to determine the effect of age, education level, experience and gender factors on perception of the teachers.…”

Section: Introductionmentioning

confidence: 99%

Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

Yıldırım

Akkuş

2020

Participatory Educational Research

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Web 2.0 tools are the tools helping individuals share information online. Although there are scales which determine the opinions of teachers on using web 2.0 tools there is no scale developed to determine the perceptions of teachers towards using Web 2.0 tools. Thus, aim of this research was to develop a scale to assess the teachers' perceptions related to using Web 2.0 tools at lectures (TPUWL) and determine the factors affecting the perception of teachers. For scale development purpose data was gathered from 240 teachers. Exploratory factor analyses were carried out to find out the structure of the TPUWL. Analyses revealed that TPUWL's structure had two factors. First factor had 12 items and was entitled "Perception towards Using" while second factor had 10 items and was called "Professional Competence Perception". For confirmatory factor analyses data was gathered from 220 teachers. Thereupon, total sample of the study consisted of 460 teachers. Data analyses revealed that TPUWL scale is a reliable and valid assessment tool. Scale's Cronbach's alpha reliability coefficient was found as .95. After confirming the validity and reliability of the scale, analyses were carried out to determine the factors which might affect the teachers' perceptions on using Web 2.0 tools with respect to age, education level, experience and gender factors. Analyses revealed that age, education level and experience factors had no statistically significant effect on teachers' perception toward using Web 2.0 tools. On the other hand, it was revealed by the study that gender factor had a statistically significant effect on the perception. As a consequence, it was determined by the researchers that TPUWL is a useful scale to determine the teachers' perception towards using Web 2.0 tools in lectures.

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Evaluation on the use of e-learning tools to support teaching and learning in aquaculture and aquatic sciences education

Seixas

Dove²,

Ueberschär³

et al. 2014

Aquacult Int

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Abstract:The study aimed to capture a snapshot of the status of educational means used in teaching and learning in the area of aquaculture, fisheries and aquatic resources management at European level, with specific consideration on the use of Information and Communication Technologies and e-learning tools. To achieve this goal, an online survey was compiled and made available to teachers and students across Europe. In total, teachers from 31 institutions and students from 40 institutions participated in this survey. This paper presents the findings, considers trends and poses further questions for sector stakeholders to help in the development of future programmes and support. In summary it can be concluded that few teachers have a comprehensive knowledge of the wide range of ICT tools available and can make use of e-learning tools with complete confidence. There is therefore a real and urgent need to "train the trainers" to use ICT in their teaching environments. From the students' end, there is a strong desire to learn more about the application of e-learning tools and to use them in their learning process. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems Corporation ABSTRACTThe study aimed to capture a snapshot of the status of educational means used in teaching and learning in the area of aquaculture, fisheries and aquatic resources management at European level, with specific consideration on the use of Information and CommunicationTechnologies and e-learning tools.To achieve this goal, an online survey was compiled and made available to teachers and students across Europe. In total, teachers from 31 institutions and students from 40 institutions participated in this survey. In summary it can be concluded that few teachers have a comprehensive knowledge of the wide range of ICT tools available and can make use of e-learning tools with complete confidence. There is therefore a real and urgent need to "train the trainers" to use ICT in their teaching environments. From the students' end, there is a strong desire to learn more about the application of e-learning tools and to use them in their learning process.

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The Perception of Web 2.0 Technologies on Teaching and Learning in Higher Education: A Case Study

Cited by 17 publications

References 15 publications

Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

Evaluation on the use of e-learning tools to support teaching and learning in aquaculture and aquatic sciences education

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