Web 2.0-based learning. A pedagogical model of participatory media in e-research.

Autor/inn/en	Mohamed, Bahaaeldin; Köhler, Thomas
Titel	Web 2.0-based learning. A pedagogical model of participatory media in e-research.
Quelle	Aus: Fischer, Helge (Hrsg.); Köhler, Thomas (Hrsg.): Postgraduale Bildung mit digitalen Medien. Fallbeispiele aus den sächsischen Hochschulen. Münster u.a.: Waxmann (2014) S. 227-233 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Medien in der Wissenschaft. 65
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	1434-3436
ISBN	978-3-8309-2993-2
URN	urn:nbn:de:0111-pedocs-105640
Schlagwörter	Empirische Forschung; Medieneinsatz; Informelles Lernen; Lernprozess; Projektmethode; Soziale Software; Partizipation; Soziales Netzwerk; Forschungsstand; Hochschullehre; Hochschule; E-Learning; Online-Kommunikation; World Wide Web
Abstract	Over the course of the last decade, Web 2.0 technologies became one of the most fashionable applications for a whole range of Internet applications. However, many academics are unaware of Web 2.0 services and the benefits such applications have for learning. In this paper, we first provide a new perspective of the use of technology for research and knowledge sharing, in order to improve learning/research productivity through the use of such technologies. Second, we provide a literature review of the uses of Web 2.0 technologies in research and training. This serves to offer insight into the tools that are frequently used for particular learning/research activities. In other words, it depicts which tools are typically used for a particular task. For the purpose of this article, more than 47 pieces of research were reviewed that use various Web 2.0 technologies for formal and informal learning, training, and research. The results show in detail which factors can drive the learning process and how social media can accordingly scaffold these learning activities for training and scholarly research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3