A comparison of Web 2.0 tools in a doctoral course
ARTICLE
Katrina A. Meyer
Internet and Higher Education Volume 13, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six “Big Questions” related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the course, students were asked to provide examples of learning for each question and each tool, and to evaluate the tools used. Bloom's Digital Taxonomy was used to evaluate levels of learning. Results indicated that the level of learning mirrored that of the Big Question or was at higher levels when students used new tools. Wikis generated objections from students who did not care for group work, although others found it a good collaborative tool. Blogs were more acceptable, but online discussions were preferred because of the interaction and sharing among students. Research papers allowed students to learn material of their own interest and to do so in depth.
Citation
Meyer, K.A. (2010). A comparison of Web 2.0 tools in a doctoral course. Internet and Higher Education, 13(4), 226-232. Elsevier Ltd. Retrieved August 8, 2024 from https://www.learntechlib.org/p/108383/.
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Keywords
- blogs
- classification
- College Instruction
- Comparative Analysis
- Computer Assisted Instruction
- computer mediated communication
- Discussion Groups
- Educational Finance
- educational technology
- Electronic Publishing
- Graduate students
- Instructional Effectiveness
- Learning Processes
- learning strategies
- online discussions
- Research Papers (Students)
- student attitudes
- web 2.0 tools
- Web Sites
- wikis
Cited By
View References & Citations Map-
Participation under Compulsion
Petra Grell & Franco Rau, University of Potsdam (Germany), Germany
International Journal of Emerging Technologies in Learning (iJET) Vol. 5, No. 4 (Dec 10, 2010) pp. 26–30
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