Adoption of Web 2.0 tools in distance education

1
Adoption of Web 2.0 tools in distance education

• Yasemin KOÇAK USLUEL
• Sacide Güzin MAZMAN
• Hacettepe University, Faculty of Education
• Department of Computer Education and
  Instructional Technology
• TURKIYE

2
Introduction

• Providing interaction has always been an
  important issue in distance education.
• For quality of learning, satisfaction of students
  and effective learning outcomes, necessity of
  different interaction forms as student-student,
  student-teacher, student-content, has been
  revealed by different technologies.

3
Purpose of Study

• To explain possible educational utilization of
  Web 2.0 tools, namely blogs, wikis, podcasts and
  social networks, from the point of importance of
  interaction for distance education.
• To investigate adoption process of Web 2.0 tools
  in distance education by defining theories and
  models which have different construct that effect
  this process.

4
Interaction in Distance Education

• Technology plays a key role for
• promoting interaction
• delivering education
• communication between individuals

5
Interaction in Distance Education

• Interaction in distance education is not limited
  to solely
• audio and video
• or only teacher-student interactions
• Interaction must also represents
• students connectivity feeling with
• the distance teacher, aides, peers.

6
Web 1.0 Technologies

• Discussion boards
• Multimedia
• Softwares

• WWW pages
• E-mail
• File Transfer Protocol FTP

One way communication, Published content Users as
passive consumers Internet as a different channel
7

• Emerging technologies and changing pedagogies
  bring out the necessity for
• more effective two way communication,
• promoting interaction and collaboration,
• sharing and flexible participation.

8
Web 2.0

• Two way communication
• User generated content
• Openness
• Easy sharing
• Writing comment and feedback
• Rich design
• RSS feeding
• Collective Intelligence

9
(No Transcript)
10
Web 2.0 Tools in Distance Education

• To fulfill the shortages of Web 1.0,
• To provide more effective interaction and
  collaboration,
• Investigation has been started in education,
  for the ways of using
• Blogs
• Wikis
• Podcasts
• Social networks

11
Blogs

• Online diaries
• No technical skill, to create, publish and
  organize
• Dated content, entries, comments, discussion in
  chronological order
• Easy to use and flexible
• RSS feature

12
Blogs in educational context

• Enhance writing skills,
• Faciliate self reflection,
• Encourage critical thinking,
• Provide collaborative and active learning,
• Provide feedback,
• E-portfolios that keep records of personal
  development.

13
Wiki

• Free open source software
• Freely expandable collection of interlinked Web
  pages
• Hypertext system for storing and modifying
  information
• Database where each page is easily edited by any
  user.
• Users can visit wiki, read and add content to
  wiki or update and organize content.

14
Wikis in educational context

• Support collaborative learning and writing
• Support project based and inquiry based learning
• Promote creativity
• Encourage critical searching
• Provide easy online updating content
• Wikis can be used as
• Classroom websites, course administration,
  timetabling
• Online dictionary
• Bibliographically organized class or group
  projects
• Virtual classes for online collaboration
• Frequently asked questions (FAQ) for classroom

15
Podcast

• Podcast iPod(portable digital audio player form
  apple) broadcasting.
• Basically digital audio programs that can be
  subscribed to and downloaded by users via RSS and
  listened to on either a variety of digital audio
  services or desktop computer.

16
Podcast in educational context

• With mobile devices, as another variant of mobile
  learning.
• Eliminating cost and time limitations of mobile
  learning
• Reviewing lectures before exams
• Listen in on classes missed lessons
• Students can create their own podcasts for peers
• Feel connected to learning community.

17
Social Networks

• Social networks are software that support
• Collaboration
• Knowledge sharing
• Interaction and communication of
  users from different places who come together
  with a common interest, need or goal.

18
Social Networks in Educational Context

• Social networks can also be viewed as pedagogical
  tools as they support
• Information discovery and sharing,
• Networks of people and connections
• Informal learning
• Creative, expressive forms of behavior and
  identity seeking,
• Developing a range of digital illiteracies

19
Adoption of Web 2.0 Tools in Distance Education

• There are different models and theories about
  diffusion, acceptance and adoption of an
  innovation.

Grounded in socio physiological context and
focused on internal decision processes at
individual level.
Focused on features of innovation and diffusion
of new among users in a system.

• Relative advantage
• Complexity
• Trialability
• Observability
• Compability
• Visibility

• Attitude
• Intention
• Subjective norm
• Behavior
• Normative belief
• Usefulness perception
• Ease of use perception

20
Adoption of Web 2.0 Tools in Distance Education

• Adoption of Web 2.0 tools in distance education
  context contains many different dimensions, must
  be taken into consideration such as
• Social dimension (student, teacher and others)
• Perception and efficacy of users
• Media, technology access, cost,
• Resources and services etc.,.

21
Theories and Models

• Diffusion of Innovation Theory (Rogers, 2003)
• Theory of Reasoned Action (FishbeinAjzen,1975)
• Theory of Planned Behavior (Ajzen, 1991)
• Technology Acceptance Model I and II (Davis,
  1989 Venkatesh and Davis, 2000)
• Unified Theory of Acceptance and Use of
  Technology (Venkatesh et al., 2003)

22
Adoption of Web 2.0 Tools in Distance Education

• When studying in Web 2.0 technologies and
  distance education context, it is necessary to
  consider both of the individual decision
  processes and features of innovation.
• Instead of only one diffusion, adoption or
  acceptance theory and model it can be suggested
  to investigate Web 2.0 adoption within a holistic
  view.

23
Conclusion

• Because of
• Continuos globalization of information
• Learning independent from time and place
• Need for cost effective and quality learning
• Need for life long learning
• Distance Education come into question in all
  levels of education.

24
Conclusion

• Interaction between students, teacher, content
  etc. has been a major factor since beginning of
  distance education.
• Developments in technology that provides
  interaction, has brought out necessity of
  continuous support for process.

25
Conclusion

• As Web 2.0 technologies support interaction
  process, many advantages of them have also been a
  response for questions about adoption of these
  technologies in distance education.

26
Conclusion

• Individuals acceptance and usage of technology
  in system is important for obtaining effective
  outcomes with these technologies.
• There has been many studies in the framework of
  different models and theories in this field.

27
Conclusion

• It can be suggested that utilization from various
  and different theories and research methods will
  strengthen the studies in this field.
• While investigating adoption of these tools in
  distance education, researches for a holistic
  view by utilizing various theories and models
  like Venkatesh et al. (2003) may be needed.

28
Conclusion

• Further researches could establish a new model by
  selecting appropriate constructs from previous
  models and theories and could examine the
  adoption of Web 2.0 tools in distance education,
  by considering both technological characteristics
  of technology and social factors in distance
  education as students, teacher etc.
• Additionally, except from previous constructs,
  external new constructs can be included into this
  model.

29
Thank you?
kocak_at_hacettepe.edu.tr
sguzin_at_hacettepe.edu.tr