Web 2.0 and Learning through Collaboration: A Literature Review

Yu-Chang Hsu, Ph.D. & Yu-Hui Ching, Ph.D. Assistant Professors

Department of Educational Technology Boise State University

Barbara Grabowski, Ph.D.

Professor Emerita of Education Penn State University

AECT 2013 Anaheim, CA

Theoretical Underpinnings Linked to Web 2.0 Applications

Learning through Collaboration (LtC)

Definition: “Collaborative knowledge construction through interaction with others and through situated involvement in social, cultural, or professional activities and contexts” (Hsu, Ching, & Grawbowski, 2014)

Web 2.0 Educational Practices

Definition: “Collaborative learning activities that use Web 2.0 applications for LtC” (Hsu, Ching, & Grawbowski, 2014)

Six types of Web 2.0 educational practices

•  (a) Publishing and sharing learning progress and achievement

•  (b) Supporting and achieving collaborative tasks •  (c) Making thinking, collaborative processes and

products visible through tangible artifacts •  (d) Communicating ideas and disseminating artifacts with

multimedia capacity •  (e) Social networking in authentic learning environments; •  (f) Building communities of practice for learning in

authentic and meaningful contexts

(a) Publishing and sharing learning progress and achievement

• Eight studies on Blogs (2005~2010) o Chuang (2010) o Ellison and Wu (2008) o  Ladyshewsky and Gardner (2008) o MacBride and Luehmann (2008) o Sharma and Xie (2008) o Shoffner (2009) o  Tan et al. (2005) o Xie et al. (2008)

(b) Supporting and achieving collaborative tasks

• Two studies on Blogs: o  Fessakis et al. (2008) o Philip and Nicholls (2009)

• Two studies on Wikis o Vratulis and Dobson (2008) o Wheeler et al. (2008)

• One study on Collaborative documents and concept mapping o Ching and Hsu (2011)

(c) Making thinking, collaborative processes and products visible through tangible artifacts

• One study on VoiceThread o Augustsson (2010)

• Two studies on Wikis o Elgort et al. (2008) o  Zorko (2009)

(d) Communicating ideas and disseminating artifacts with multimedia capacity

• Three studies on Video-sharing (YouTube) o Haase (2009) o Burnett (2008) o Burke and Snyder (2008)

• One study on Microblogging (Twitter) o Hsu and Ching (2011)

(e) Social networking in authentic learning environments

• One study on Social Networking (Facebook) o Kabilan et al. (2010)

(f) Building communities of practice for learning in authentic and meaningful contexts

• One study on Blogs o  Luehmann and Tinelli (2008)

• One study on Social bookmarking (Diigo) o  Tu et al. (2008)

LtC with Web 2.0 Applications: What Was Missing?

• Supporting Knowledge Construction and Meaning Negotiation

• Shared Goals

Emerging Issues of LtC with Web 2.0 Applications

• Co-construction of Knowledge and the Affective Nature of Writing

• Disparity in Perceptions Between Social Space and Learning (Work) Space

• The Balance Between Exploiting Technology Affordance and Achieving Desired Learning

Image Source •  http://c4lpt.co.uk/Top100Tools/blogger.png •  http://upload.wikimedia.org/wikipedia/commons/thumb/d/de/

Wikipedia_Logo_1.0.png/220px-Wikipedia_Logo_1.0.png •  http://www.cathcollege.school.nz/wp-content/uploads/2012/07/Docs-

Icon.jpg •  http://voicethread.com/media/custom/voicethread_vt_logo_circle.gif •  http://www.fws.gov/letsgooutside/media/

transparent_youtube_logo-1280x905.png •  http://www.data.gov/sites/default/files/images/twitter-bird-light-

bgs.png •  http://jonbennallick.co.uk/wp-content/uploads/2012/08/Facebook-

logo-ICON-02.png •  https://www.diigo.com/

More Details About This Research

• http://link.springer.com/chapter/10.1007%2F978-1-4614-3185-5_60

• http://goo.gl/AvEHOc

Contact

Dr. Yu-Chang Hsu

hsu@boisestate.edu