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Web 2.0 Technologies: Student Contributions to Online Courses

Web 2.0 Technologies: Student Contributions to Online Courses

Carol Lomicky, Nanette Hogg
Copyright: © 2012 |Volume: 7 |Issue: 3 |Pages: 24
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466614796|DOI: 10.4018/jwltt.2012070103
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MLA

Lomicky, Carol, and Nanette Hogg. "Web 2.0 Technologies: Student Contributions to Online Courses." IJWLTT vol.7, no.3 2012: pp.37-60. http://doi.org/10.4018/jwltt.2012070103

APA

Lomicky, C. & Hogg, N. (2012). Web 2.0 Technologies: Student Contributions to Online Courses. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 7(3), 37-60. http://doi.org/10.4018/jwltt.2012070103

Chicago

Lomicky, Carol, and Nanette Hogg. "Web 2.0 Technologies: Student Contributions to Online Courses," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 7, no.3: 37-60. http://doi.org/10.4018/jwltt.2012070103

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Abstract

Web 2.0 is everywhere in modern society, and it is drastically changing the ways in which teachers teach and students learn. This study examines Web 2.0 technologies with a focus on the tools students used for interaction and content contributions in their online courses. Frequency analysis and chi-square tests indicate students most used email in their online courses. Significant differences were revealed for gender and class standing for specific Web 2.0 technologies uses including tools used for interaction. An analysis of the qualitative data finds students want more video and increased interaction in their online courses. The study supports previous literature and discusses implications of the findings.

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