The growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted the practices in education. With its ill-structured learning and rapid incrementation of information in a non-linear fashion, Web 2.0 learning poses enormous challenges to online instructional designers and teachers. The traditional ID models are deemed less fit for Web 2.0 learning due to their linear, well-structured design approach. This chapter proposes a new ID model that specifically addresses the cognitive demands involved in Web 2.0 learning, promotes learning that focuses on metacognitive thinking and self-regulation, facilitates knowledge integration and construction of schemas-of-the-moment for ill-structured learning, and delivers an environment by connecting activities with behavior to form a dynamic learning environment in Web 2.0 application.
Web 2.0 Learning And Cognitive Demands
Akbulut and Kiyici (2007) describe Web 2.0 technology as the second generation web services which provide a new learning platform for online collaboration and sharing among web users. These services enact a perceived transition from static and isolated information chunks as represented by the learning model of the first generation web services to self-generated and open communication where the authority is decentralized allowing end-users to use the web space as a conversation field (Collis & Moonen, 2008). Whereas the first generation web services are characterized by a search for information coupled with well structured instructional strategies like WebQuests to facilitate learners’ knowledge acquisition (Zheng, 2007), Web 2.0 learning reflects a participatory, collaborative, and dynamic approach with which knowledge is created through the collective efforts of participants (Rogers, Liddle, Chan, Doxey, & Isom, 2007). In this section the discussion will primarily focus on the idiosyncratic features of Web 2.0 learning and cognitive demands associated with such learning.