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Designing Dynamic Learning Environment for Web 2.0 Application

Copyright © 2010. 17 pages.
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DOI: 10.4018/978-1-60566-729-4.ch004|
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Zheng, Robert Z. "Designing Dynamic Learning Environment for Web 2.0 Application." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global, 2010. 61-77. Web. 12 Feb. 2016. doi:10.4018/978-1-60566-729-4.ch004


Zheng, R. Z. (2010). Designing Dynamic Learning Environment for Web 2.0 Application. In H. Yang, & S. Yuen (Eds.) Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 61-77). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-729-4.ch004


Zheng, Robert Z. "Designing Dynamic Learning Environment for Web 2.0 Application." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 61-77 (2010), accessed February 12, 2016. doi:10.4018/978-1-60566-729-4.ch004

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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.
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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.


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Table of Contents
George Siemens
Harrison Hao Yang, Steve Chi-Yin Yuen
Chapter 1
Stephen Downes
The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning... Sample PDF
Learning Networks and Connective Knowledge
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Chapter 2
Ann Dutton Ewbank, Adam G. Kay, Teresa S. Foulger, Heather L. Carter
This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving... Sample PDF
Conceptualizing Codes of Conduct in Social Networking Communities
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Chapter 3
Judi Repman, Cordelia Zinskie, Elizabeth Downs
As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online... Sample PDF
Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0
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Chapter 4
Robert Z. Zheng
The growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted... Sample PDF
Designing Dynamic Learning Environment for Web 2.0 Application
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Chapter 5
Marshall G. Jones, Stephen W. Harmon
This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time... Sample PDF
Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)
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Chapter 6
Daniel W. Surry, David C. Ensminger
Higher education is changing in important and profound ways. New technologies are enabling universities to reach new students and create innovative... Sample PDF
University 2.0: Human, Social, and Societal Issues
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Chapter 7
Jay Alden
The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take... Sample PDF
Use of Wikis to Support Collaboration among Online Students
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Chapter 8
Curtis J. Bonk, Mimi Miyoung Lee, Nari Kim, Meng-Fen Grace Lin
A Wikibook is a transformative and disruptive technology that is finding increasing use in schools and higher education institutions. This new form... Sample PDF
Wikibook Transformations and Disruptions: Looking Back Twenty Years to Today
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Chapter 9
Chareen Snelson
The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video... Sample PDF
Web-Based Video for e-Learning: Tapping into the YouTubeTM Phenomenon
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Chapter 10
Deborah Everhart, Kaye Shelton
Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or... Sample PDF
From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking
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Chapter 11
Morris S.Y. Jong, Junjie Shang, Fong-Lok Lee, Jimmy H.M. Lee
VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning.... Sample PDF
VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning
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Chapter 12
Patricia Edwards, Mercedes Rico, Eva Dominguez, J. Enrique Agudo
Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand... Sample PDF
Second Language E-Learning and Professional Training with Second Life®
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Chapter 13
Hyung Sung Park, Young Kyun Baek
The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based... Sample PDF
Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts
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Chapter 14
Sharon Stoerger
Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was... Sample PDF
A Pedagogical Odyssey in Three-Dimensional Virtual Worlds: The SECOND LIFE® Model
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Chapter 15
Youmei Liu, Shawn McCombs
E-Learning has undergone an amazing metamorphosis: it has changed from the delivery of individualized, static curricular information to the... Sample PDF
Podcasting: A Flexible E-Learning Tool
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Chapter 16
Steve Chi-Yin Yuen, Harrison Hao Yang
This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in... Sample PDF
Using Social Networking to Enhance Sense of Community in E-Learning Courses
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