A Comparison of Web 2.0 Tools in a Doctoral Course

Autor/in	Meyer, Katrina A.
Titel	A Comparison of Web 2.0 Tools in a Doctoral Course
Quelle	In: Internet and Higher Education, 13 (2010) 4, S.226-232 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2010.02.002
Schlagwörter	Research Papers (Students); Web Sites; Graduate Students; Educational Finance; Classification; Computer Assisted Instruction; Computer Mediated Communication; Educational Technology; Instructional Effectiveness; Learning Strategies; Student Attitudes; Learning Processes; Electronic Publishing; Discussion Groups; Comparative Analysis; College Instruction + Suchen Sie Ihr Suchwort? Web-Design; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsfonds; Classification system; Klassifikation; Klassifikationssystem; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Unterrichtsmedien; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Learning process; Lernprozess; Elektronisches Publizieren; Hochschullehre
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. (Contains 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10