Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

Hew, Khe Foon; Cheung, Wing Sum

doi:10.1016/j.edurev.2012.08.001

Cited by 228 publications

(181 citation statements)

References 48 publications

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“…prescribed themes supported by up front workshops and on-going tutor support) to 'scaffold' and direct use of the online tool (Hew & Cheung, 2013). For example, coaches possess complex and deeply-held values and beliefs about what constitutes good and bad coaching practice (Stoszkowski & Collins, 2014b), and they might not have considered or explored the social norms or underlying assumptions that influence the personal coaching theories and philosophies that drive their behaviour (Abraham & Collins, 2011).…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

Stoszkowski

Collins

Olsson

2015

Sport, Education and Society

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2Using shared online blogs to structure and support informal coach learning Part 2: The participants' view and implications for coach educationIn part one of this paper, Stoszkowski and Collins (2015) showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews.Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed.

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

Stoszkowski

Collins

Olsson

2015

Sport, Education and Society

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“…Using content analysis (similar to Hew & Cheung, 2013) each article was characterised according to the following five parameters (see Table 1). Each parameter is associated with a data category and were appropriate is related to its theoretical underpinning.…”

Section: Discussionmentioning

confidence: 99%

Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

Price

Kirkwood

2014

Technology, Pedagogy and Education

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The aim of this paper is to model evidence-informed design based on a selective critical analysis of research articles. We draw upon findings from an investigation into practitioners' use of educational technologies to synthesise and model what informs their designs. We found that practitioners' designs were often driven by implicit assumptions about learning. These shaped both the design of interventions and the methods sought to derive evaluations and interpret the findings. We argue that interventions need to be grounded in better and explicit conceptualisations of what constitutes learning in order to have well-informed designs that focus on improving the quality of student learning.

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“…Educators, students, and even the public routinely use social media to share current events, opinions, and articles of interest [35]- [37]. The fact that all of these various groups are using social media speaks to its effectiveness in engaging people [38].…”

Section: Technology and Education Paradigm Shiftsmentioning

confidence: 99%

Designing a Business Model for Online Education Resources and e-Learning Implementation in a Developing Country: Case of Tanzania

Kihoza¹,

Zlotnikova²,

Bada³

et al. 2016

IJEEEE

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This paper presents a business model for the ICT in education projects implementation. Using a design-research approach, we analyzed cases of the Online Resources and eLearning Implementation (OREI) framework that we developed. After the theoretical background, we discussed the proposed framework and a set of steps to guide the implementation. We formulated the framework practices and the levels of implementation precedencies using Matlab tools, and used Unified Modeling Language (UML) artifacts to present a business model for planning, implementation, and evaluation for the framework. A total of seven key components of 1) Government support, 2) infrastructures deployment, 3) technology enhancement, 4) training and recruitment of users and experts, 5) policies and guidelines, 6) stakeholders' participation, and 7) the monitoring and evaluation for acceptability, performance, and usability were discussed. Finally, we present a conceptual block diagram of the OREI framework business model to illustrate its validity on the enhancement of the ICT projects in education.

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Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

Cited by 228 publications

References 48 publications

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

Designing a Business Model for Online Education Resources and e-Learning Implementation in a Developing Country: Case of Tanzania

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