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.