File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

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

TitleUse of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice
Authors
Issue Date2013
Citation
Educational Research Review, 2013, v. 9, p. 47-64 How to Cite?
AbstractEvidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast. © 2012 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/194491
ISSN
2015 Impact Factor: 3.86
2015 SCImago Journal Rankings: 2.532
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorCheung, WS-
dc.date.accessioned2014-01-30T03:32:39Z-
dc.date.available2014-01-30T03:32:39Z-
dc.date.issued2013-
dc.identifier.citationEducational Research Review, 2013, v. 9, p. 47-64-
dc.identifier.issn1747-938X-
dc.identifier.urihttp://hdl.handle.net/10722/194491-
dc.description.abstractEvidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast. © 2012 Elsevier Ltd.-
dc.languageeng-
dc.relation.ispartofEducational Research Review-
dc.titleUse of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.edurev.2012.08.001-
dc.identifier.scopuseid_2-s2.0-84872716033-
dc.identifier.volume9-
dc.identifier.spage47-
dc.identifier.epage64-
dc.identifier.isiWOS:000319535000004-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats