X hits on this document

PDF document

DigitalCommons@University of Nebraska - Lincoln - page 40 / 152

348 views

0 shares

0 downloads

0 comments

40 / 152

38

and then reflecting allows for deeper learning to occur which activates connections to

prior knowledge (Chapman, Ramondt, & Smiley, August 2005). Building a community

allows for more learning to occur through an increase in comprehensible input, student

ownership of learning and deeper learning processes which take place. These positive

aspects of building a community can result in increased student achievement and

learning.

Web 2.0 technologies can effectively engage students in the building of a

community. These engaging technologies facilitate the use of a learner-centered method

of instruction called the Community of Practice. This method allows students to be part

of a framework of learners that has a social construction rather than individual learners

isolated from one another in the learning process. This collective structure increases

student achievement through the nature of the peer pressure of social obligations (Lave,

1991). With the reemergence of the constructivist theory of learning based on the

abilities of Web 2.0 technologies, the structure of online learning has changed (Simoes,

2008).

Summary of the Literature Review

Several important problems and trends emerged through the literature review.

One recurring theme was the impact Web 2.0 tools can have on the learning process.

Another theme was that the research on the importance of building classroom community

is still in progress, developing to meet the new needs of teachers in diverse classrooms.

Additional concerns centered on the need for training and guidance on how to incorporate

Document info
Document views348
Page views348
Page last viewedWed Dec 07 10:38:39 UTC 2016
Pages152
Paragraphs4746
Words30506

Comments