Teaching Web 2.0 Technologies Using Web 2.0 Technologies
Objectives: The research evaluated participant satisfaction with the content and format of the ‘‘Web 2.0 101: Introduction to Second Generation Web Tools’’ course and measured the impact of the course on participants’ self-evaluated knowledge of Web 2.0 tools.
Methods: The ‘‘Web 2.0 101’’ online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered.
Results: Respondents’ self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P,0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some.
Conclusion: Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.
Melissa L. Rethlefsen, Mary E. Piorun, and Dale Prince. "Teaching Web 2.0 Technologies Using Web 2.0 Technologies" Journal of the Medical Library Association 97.4 (2009): 253-259.
Available at: http://works.bepress.com/piorunm/22