community, connectedness and learning by participants between groups (w/Web 2.0 and
w/o Web 2.0).
Qualitative research methodology was used in order to gather the first-person
perspective of the students on their uses of Web 2.0 technology in language learning.
There was a need to capture the voices and see emergent patterns in the students‘ actions
phenomenological online asynchronous interview was utilized to enable the researcher to
collect diverse first-person experiences (Thomas & Pollio, 2002). This type of research
is one in which the participant is able to share his or her experiences about a phenomena
with little to no involvement from the researcher (Appendix B). The quality of the
interviews, rich with details of both negative and positive experiences, show evidence of
student experiences in spite of the power imbalance between student and instructor. The
interviews provide succinct responses to the interview questions.
The online asynchronous interview used five open ended questions and was
administered online through the course management system, Angel, during the summer
and fall 2009 quarter at a Midwestern community college. The online interview was an
optional part of two online Spanish courses course, one beginning Spanish course (first
quarter language class) and one intermediate Spanish course (third quarter language
course) (Appendix B). The research questions asked were:
1) What are student experiences with Web 2.0 technologies for community college
students in Spanish classes?