Abstract
Even though Web 2.0 technologies such as blogs, podcasts, wikis, and social networking sites (SNSs) are globally leveraged for teaching and learning purposes (Chapman & Russell, 2009; Hunter, 2009; Melville et al., 2009; Redecker et al., 2009), there is yet to be a widespread adoption of these technologies in the higher education sector worldwide. A myriad of complex factors are implicated in this regard: the digital divide; uneven digital literacies; variable learner and staff backgrounds and capabilities; staff attitudes toward Web 2.0 technologies and their readiness to embrace them; and institutional infrastructure and support (Luckin et al. 2008; Melville et al., 2009). Despite this lack of universal adoption of Web 2.0 technologies by most higher education institutions (HEIs), and notwithstanding the complex factors implicated in this process, there are an increasing number of case studies emerging, indicating that they have wide-ranging applications for teaching and learning. As such, they are regarded as having value-added educational offerings or affordances for students and staff (Banister, 2008; Heer, 2009; Minicha, 2009). Among such affordances are, for example, personalized and problem-based earning, collaborative learning, collaborative writing, reflective and expressivist writing, supplemental learning, collective intelligence, and learner-created content.
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© 2011 Michael Thomas
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Chaka, C. (2011). Research on Web 2.0 Digital Technologies in Education. In: Thomas, M. (eds) Digital Education. Palgrave Macmillan’s Digital Education and Learning. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230118003_3
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