Using Web 2.0 Tools to Engage Content, Increase Students’ Self-efficacy, and Implications for Intentional Student Learning

Paul Parkison, Jeff Thomas

Research output: Chapter or Contribution to BookChapterpeer-review

Abstract

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.
Original languageAmerican English
Title of host publicationInnovative Applications of Online Pedagogy and Course Design
EditorsRamesh C. Sharma
PublisherIGI Global
Chapter3
Pages42-62
Number of pages21
ISBN (Electronic)9781522554677
ISBN (Print)9781522554660
DOIs
StatePublished - May 9 2018

Keywords

  • Computer-assisted instruction
  • Web-based instruction
  • internet in education

Disciplines

  • Education
  • Curriculum and Instruction
  • Educational Methods
  • Educational Technology

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