X hits on this document

PDF document

DigitalCommons@University of Nebraska - Lincoln - page 78 / 152

473 views

0 shares

0 downloads

0 comments

78 / 152

76

Findings

Web 2.0 vs. Non-Web 2.0 Courses

The use of Web 2.0 tools has been shown to increase student achievement (Carter,

2009; Ke, 2008; Papastergiou, 2009; Tuzun et al., 2009). The analyses conducted in this

study confirmed this finding. An ANOVA analysis revealed that the 2-way interaction

between time x group, [F (1, 116) = 19.41 p <.001] was significant. Further, a significant

main effect of time was present, [F (1, 116) = 554.259 p < .001]. These results are

similar to the study done by Reimer and Moyer (2005) who found at the elementary level,

third grade achievement scores were significantly improved by the use of online

pedagogy.

In the significance section of the dissertation it was noted that the use of multiple

Web 2.0 tools in language learning had not been studied in depth. The results of this

study indicate that student achievement significantly improved in the Web 2.0 enhanced

courses which utilized multiple technology tools. These findings are closely aligned with

the various studies done concerning Web 2.0 technology in K-12 settings, in other

disciplines, and in the application of single Web 2.0 tools (Ullrich et al., 2008; Janossy,

2007; Edirisingha et al., 2007; O‘Bryan and Hegelheimer, 2007; Selwyn, 2008; Safran et

al., 2007; Freenhow et al., 2009; McGee & Diaz, 2007; Purushotma, 2006; Cormode &

Krishnamurthy, 2008; Ullrich et al., 2008; Kraemer, 2008; Dooly, 2007; Reimer and

Moyer, 2005).

Document info
Document views473
Page views473
Page last viewedWed Jan 18 12:27:55 UTC 2017
Pages152
Paragraphs4746
Words30506

Comments