The personalization of the educational ecosystem through the inclusion of Web 2.0 tools

Charlesworth, Zarina M. (Haute école d’ingénierie et de gestion du canton de Vaud, HES-SO // Haute Ecole Spécialisée de Suisse Occidentale)

This paper presents initial results from an action research project examining the use of Web 2.0 tools in the higher education classroom to foster collaborat ive learning as well to permit the personalization of the learning space thus better answering to a student’s individual differences in learning. The research has been conducted at a Swiss institute of higher educa tion amongst first-year degree students (n=85) following a course in business administration. In addition to the qualitative findings which relate primarily to the course delivery and student perception thereof, the quantitative PPI-IvT (Lee & Tsai, 2011) instrument has been used to measure student perception of their ability in the areas of collabor ation, self-regulation and information-seeking. The findings suggest, perhaps surprisingly, that today’s digital natives are not all that at ease with using Web 2.0 technologies for learning and that they are more in their comfort zone in a traditional classroom. The findings do also support the idea that the Web 2.0 class room provides more possibilities for collaborative learning. In terms of personalizing their educational ecosystem students, at least at the outset of highe reducation, do not seem to have sufficient experie nce to take initiative on this. We conclude by suggesting directions for further academic inquiry.

Type de conférence:
full paper
Economie et Services
Institut Interdisciplinaire du Développement de l’Entreprise
Institut du Management et des Systèmes d'Information
Adresse bibliogr.:
Exeter, England, 1-3 July 2015
Exeter, England
1-3 July 2015
pp. 59-66
Publié dans:
Proceedings of 20th Education, Learning, Styles and Individual Differences Network (ELSIN) Annual Conference
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