This study discusses a new attempt of introducing different Web 2.0 environments for our final year student teachers for them to experience with different features and to interact with different groups of participants. Three different learning communities were formed so that students could extend learning outside of classrooms. The within class learning communities enabled student teachers to experience different features of MOODLE platform and to learn from their peers. The second learning community involved graduates who gave comments to student teachers’ solution of case studies in Google Sites. The third learning communities involved students of another program who gave comments to each other’s virtual presentations. The different online activities provided evidences to examine if the dynamic and multimedia features of Web 2.0 can provide a useful environment to enhance learning for our student teachers. Data are analyzed from their postings, tracked statistics provided by the learning platforms and their opinions on the questionnaire. It was found that our student teachers were able to construct knowledge together by actively participating in various online activities. Indeed, they gave the highest rating to “sharing videos with another class” and second highest rating to “sharing our viewpoints of the case study with graduates had added value to my learning” on the questionnaire items. The findings imply that Web 2.0 environments facilitated interacting with different groups of participants and have resulted in enhanced learning. Copyright © 2010 Informing Science Institute.
|Journal||Issues in Informing Science and Information Technology|
|Publication status||Published - 2010|
CitationNg, E. M. W. (2010). Extending learning to interacting with multiple participants in multiple Web 2.0 learning communities. Issues in Informing Science and Information Technology, 7, 11-23.
- Virtual presentation
- Web 2.0 environments
- Student teachers
- Learning community