Web 2.0 tools and processes in higher education: quality perspectives

Abstract

A major change has occurred in the way Web technology is being used in society. The change is grounded in user empowerment using Web 2.0 tools and processes. Students are already sophisticated users of these tools and processes, but outside of the mainstream instructional practices in higher education. In this reflection, the educational potential of Web 2.0 tools and processes is discussed, followed by three sets of perspectives relating to the potential quality of such practices in higher education course settings. For each perspective an analysis of key factors affecting the perceived value of Web 2.0 tools and processes is given, followed by suggestions for overcoming predictable barriers to uptake in mainstream instructional practice. Les outils et les processus d'Internet 2.0 dans l'enseignement supérieur : une perspective de qualitéUn changement très important s'est produit dans la façon d'utiliser les technologies du Web dans la société. Ce changement repose sur la capacité qu'ont les utilisateurs d'employer les outils et les processus de Web 2.0. Les étudiants sont déjà des utilisateurs avertis de ces outils et processus, mais cela, en dehors des pratiques éducatives habituelles dans l'enseignement supérieur. La réflexion menée ici examine le potentiel éducatif des outils et processus d'Internet 2, le tout accompagné de trois ensembles de perspectives liées à la qualité potentielle de ces pratiques dans le cadre de cours universitaires. Dans chacune de ces perspectives on offre une analyse des facteurs principaux qui affectent la perception de la valeur des outils et processus du Web 2.0, le tout suivi de suggestions pour surmonter les obstacles prévisibles à l'adoption dans la pratique éducative courante. Web 2.0 Hilfsprogramme und Prozesse in der Hochschulbildung: Qualitäts-Aspekte Ein bedeutender Wandel ist in der Art erfolgt, wie die Webtechnologie in der Gesellschaft benutzt wird. Dieser Wandel beruht darauf, dass die Nutzer höhere Handlungskompetenz für Web 2.0 Hilfsprogramme und Prozesse besitzen. Studenten sind schon fortgeschrittene Anwender dieser Werkzeuge und Prozesse, allerdings außerhalb der gängigen Lehrpraktiken im Hochschulbereich. In dieser Betrachtung werden die pädagogischen Möglichkeiten von Web 2.0 Programmen und Prozessen diskutiert, gefolgt von drei Anlagen mit Perspektiven der potentiellen Qualitäten dieser Techniken in Hochschulkursen. Für jede Perspektive wird eine Analyse von Schlüsselfaktoren bezüglich der erwarteten Werte von Web 2.0 Werkzeugen und Prozessen angeboten, gekoppelt mit Vorschlägen zur Überwindung von Denkhindernissen bei der Umsetzung in die durchschnittliche Lehrpraxis.Las herramientas y los procesos de Internet 2.0 en la enseñanza superior: una perspectiva de calidad

The use of cartoons in elementary classrooms: An analysis of teachers behavioral intention in terms of gender

“…And when looked at the intention to use, their current status of use is very little while they sometimes tend to use. The results indicate the existence of other variables which affect the intention to use and actual behavior and was not foreseen in the model (Collis and Moonen, 2008;Venkatesh et al, 2003;Burton and Hubona, 2006). One of these variables may be the gender and its effect on the model was examined within the scope of the research.…”

Social Bookmarking Use in University Courses: Student Perceptions and Behaviors

“…However, since social bookmarking is in a nascent stage and evolving its architectures, the potential for pedagogical innovation through the affordance of social bookmarking has not been frequently reflected in teaching and learning practice (Collis & Moonen, 2008). Only a few educators and institutions have introduced or implemented social bookmarking as a learning tool in their courses or programs (Ajjan & Hartshorne, 2008;Boulos & Wheelert, 2007;Coutinho & Bottentuit Junior, 2008).…”

“…The promoted 'social' attributes of the Web are alleged to have profound potential to facilitate teaching and learning in higher education, which can attract instructors and students to integrate Web 2.0 tools in their pedagogical activities (Abbitt, 2009;Ajjan & Harshorne, 2008;Collis & Moonen, 2008;Coutinho & Bottentuit Junior, 2008).…”

“…Social bookmarking enables users not only to identify and retrieve resources and sites of interest by tagging them, but also to share these resources with anyone at a computer with internet access, making the action of bookmarking 'social' and thus, promoting collaborative opportunities (Boulos & Wheelert, 2007;Gooding, 2008;Gordon-Murnane, 2006). Academic discussions of social bookmarking values are currently emerging, but the adoption of social bookmarking in institutional practice has been very limited (Ajjan & Harshorne, 2008;Boulos & Wheelert, 2007;Collis & Moonen, 2008).…”

“…The term Web 2.0, used first in 2004, is perceived to refer to a mass movement of user engagement in web-based services from viewing and consuming to collaborating, producing, and sharing (Collis & Moonen, 2008;Coutinho & Bottentuit Junior, 2008). The promoted 'social' attributes of the Web are alleged to have profound potential to facilitate teaching and learning in higher education, which can attract instructors and students to integrate Web 2.0 tools in their pedagogical activities (Abbitt, 2009;Ajjan & Harshorne, 2008;Collis & Moonen, 2008;Coutinho & Bottentuit Junior, 2008).…”