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Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools

Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools

Patrícia Brandalise Scherer Bassani
Copyright: © 2018 |Pages: 22
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch056
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MLA

Bassani, Patrícia Brandalise Scherer. "Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1140-1161. https://doi.org/10.4018/978-1-5225-2584-4.ch056

APA

Bassani, P. B. (2018). Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 1140-1161). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch056

Chicago

Bassani, Patrícia Brandalise Scherer. "Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1140-1161. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch056

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Abstract

This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of virtual learning communities in blended learning settings. The discussion about education in Web 2.0, learning through communities, personal learning environments, and social software tools are the basic concepts of this reflection. The results show the importance of five strategies to promote blended learning based on virtual learning communities. They are: the use of a pedagogical approach based on cooperation; the focus on the selection of learning spaces that promote the interaction between students; the mixing of oriented collaborative activities in the VLE and the promotion of the use of social software, articulating prescriptive learning systems and emergent learning networks; the use of Web 2.0 tools in a PLE perspective; and the use of folksonomies to follow up the contents students produce on the Web.

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