The Use of Web 2.0 Technologies by Students from Developed and Developing Countries: A New Zealand Case Study

Nuddy Pillay (Manukau Institute of Technology, New Zealand)
Copyright: © 2013 |Pages: 441
EISBN13: 9781466641167|DOI: 10.4018/978-1-4666-2515-0.ch015
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Web 2.0 technologies have not had the impact many perceived they would in many higher learning institutions in both developing and developed countries. Its potentiality has hardly been realised. Great strides have been made in designing and using Web 2.0 technologies to help students learn in the cognitive (mental), behavioural (psychomotor), and affective (feeling) domains. The major challenge is the application of Web 2.0 technologies to the conative (will) domain, which relates to an individual’s intrinsic motivation to achieve goals. Students’ participation in the Web 2.0 learning environment is influenced by their cultural background, language proficiency, communication style, socio-economic and technological circumstances, learning styles, and prior knowledge. This chapter explores the participation from various groups of students from developed and developing countries. These students are located in learning environments within a tertiary institute, which are facilitated by Web 2.0 technologies. It observes that the students’ learning and successful participation in the Web 2.0 environment largely depends on the state of student’s conative domain and the interface between their cultural background and learning preference.
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