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Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes

Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes

Moussa Tankari
Copyright: © 2016 |Pages: 17
ISBN13: 9781466696808|ISBN10: 146669680X|EISBN13: 9781466696815
DOI: 10.4018/978-1-4666-9680-8.ch010
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MLA

Tankari, Moussa. "Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes." Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2016, pp. 195-211. https://doi.org/10.4018/978-1-4666-9680-8.ch010

APA

Tankari, M. (2016). Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age (pp. 195-211). IGI Global. https://doi.org/10.4018/978-1-4666-9680-8.ch010

Chicago

Tankari, Moussa. "Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, edited by Jared Keengwe and Grace Onchwari, 195-211. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9680-8.ch010

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Abstract

This chapter reports on online student task completion activities as they engage in a learning environment that uses multiple Web 2.0 tools in two sections of a graduate level Educational Technology course at an American institution of higher education. Using a web-based Likert-type questionnaire to collect data from twenty-two participants, this chapter sought to investigate the relationship between working with multiple Web 2.0 tools and student task completion activities (following discussion threads, team work, and meeting assignment deadlines) in a network learning environment (NLE), what Web 2.0 tools students prefer the most in online learning environments, whether there is any gender difference in terms of task completion, and which activities presented more challenge to participants. The survey results indicate that no significant correlation exist between the variables. Finally, recommendations for future research are suggested.

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