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A Case Study of Infusing Web 2.0 Tools for Blended Learning: Virtual Presentations as an Alternative Means of Assessment

A Case Study of Infusing Web 2.0 Tools for Blended Learning: Virtual Presentations as an Alternative Means of Assessment

Yiu Chi Lai, Eugenia M.W. Ng
Copyright: © 2010 |Pages: 18
ISBN13: 9781605668529|ISBN10: 1605668524|EISBN13: 9781605668536
DOI: 10.4018/978-1-60566-852-9.ch009
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MLA

Lai, Yiu Chi, and Eugenia M.W. Ng. "A Case Study of Infusing Web 2.0 Tools for Blended Learning: Virtual Presentations as an Alternative Means of Assessment." Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, IGI Global, 2010, pp. 170-187. https://doi.org/10.4018/978-1-60566-852-9.ch009

APA

Lai, Y. C. & Ng, E. M. (2010). A Case Study of Infusing Web 2.0 Tools for Blended Learning: Virtual Presentations as an Alternative Means of Assessment. In E. Ng (Ed.), Comparative Blended Learning Practices and Environments (pp. 170-187). IGI Global. https://doi.org/10.4018/978-1-60566-852-9.ch009

Chicago

Lai, Yiu Chi, and Eugenia M.W. Ng. "A Case Study of Infusing Web 2.0 Tools for Blended Learning: Virtual Presentations as an Alternative Means of Assessment." In Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, 170-187. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-852-9.ch009

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Abstract

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

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