Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-Regulation of Learners

Autor/inn/en	Jena, Ananta Kumar; Bhattacharjee, Satarupa; Gupta, Somnath; Das, Joy; Debnath, Rajib
Titel	Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-Regulation of Learners
Quelle	In: Journal on School Educational Technology, 13 (2018) 4, S.20-35 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Web 2.0 Technologies; Educational Technology; Technology Uses in Education; Social Media; Self Management; Secondary School Students; Conventional Instruction; Comparative Analysis; Pretests Posttests; Quasiexperimental Design; Control Groups; Experimental Groups; Cooperative Learning; Program Effectiveness; Hypothesis Testing; Statistical Analysis; Knowledge Level; Interaction; Concept Formation; Self Evaluation (Individuals); Foreign Countries; India + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Medien; Selbstmanagement; Sekundarschüler; Kooperatives Lernen; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Wissensbasis; Interaktion; Concept learning; Begriffsbildung; Ausland; Indien
Abstract	Web 2.0 is a revolutionary technology operates Facebook, WhatsApp, LinkedIn, Twitter, and Google+ and other social networks. The study aimed to explore the effects of individual and collaborative web 2.0 technologies on the learning performance and self-regulation of secondary school students over traditional approach of learning. One hundred ten participants assigned for non-web 2.0 group (n = 40), individual web 2.0 group (n = 40) and collaborative web 2.0 (n = 30). Nonequivalent pretest post test quasi-experimental design used to conduct the experiment where samples were not randomly selected rather the whole class students were the participants of the study. Individual web 2.0 used Slideshare, Wiki, Whatsapp, and Youtube and Collaborative web 2.0 used the similar tools such as Slideshare, Wiki, Whatsapp, Youtube counted as the experimental class I and II, and conventional lecture was used in non-web 2.0 group or comparative group. Before and after instruction, self-regulatory learning test (Bhattacharjee and Jena, 2017a) and achievement test in tissue (Bhattacharjee and Jena, 2017b) used to collect the data. It resulted that collaborative and individual web 2.0 technology has significant effects on learning performance and self-regulation of learning over traditional approach of secondary school students in Silchar, India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01