Collaborative Tagging of Java Learning Resources: Bridging the Gap between Teachers and Students

Collaborative Tagging of Java Learning Resources: Bridging the Gap between Teachers and Students

Maira Kotsovoulou
Copyright: © 2013 |Pages: 18
DOI: 10.4018/jksr.2013010102
(Individual Articles)
No Current Special Offers


With the advent of Web 2.0 technologies, new applications have emerged that provide Internet users with the power to create content. This study focuses on a specific kind of Web 2.0 application, which is social bookmarking and tagging, and evaluates its educational use within the boundaries of a small Java learning community. Using activity theory, the activity system is defined and the interaction between its components is studied. Furthermore, the findings suggest that such a system could be used as a course tool to create a pool of negotiated and accepted keywords supporting appropriate, effective and efficient retrieval of Java resources.
Article Preview

2. Research Objectives And Questions

I have initiated this study with an emphasis on student-teacher collaboration in creating a pool of JAVA resources. Each resource will be associated with a super set of descriptive labels (tags) created by the whole group. Three research questions guided the design, implementation and analysis of this work:

  • Do students and teachers share a common perception of the purpose, level of difficulty, complexity and usefulness of each resource?

  • To what extent can tags effectively and properly represent each resource, as perceived by this newly formed online community?

  • Is there a gap (difference) between student tags and teacher tags? If so, to what extent can we bridge this gap (in the future) by using a union of tags, thus assisting students in the information search and retrieval process?

Complete Article List

Search this Journal:
Volume 8: 4 Issues (2017)
Volume 7: 4 Issues (2016)
Volume 6: 4 Issues (2015)
Volume 5: 4 Issues (2014)
Volume 4: 4 Issues (2013)
Volume 3: 4 Issues (2012)
Volume 2: 4 Issues (2011)
Volume 1: 4 Issues (2010)
View Complete Journal Contents Listing