This is supported by Ullrich et al. (2008) based on the micro-blogging study suggesting
that instructor interaction is crucial in Web 2.0 technology enhanced courses. These
technologies require educators to have a high level of involvement and actively
encourage productive and collaborative learning environments (Angeli, 2008). Most
participants reported positive experiences when they were using Web 2.0 technologies.
Janossy (2007) investigated attitudes of university students who made use of podcasting
and who took advantage of the resources. He reported they felt they understood and
retained course information better. In another study by Edirisingha et al. (2007) students
who utilized the technology were generally positive about the integration of the new
technology. These studies confirm the positive experiences described by students.
These student experiences were coded and combined into five descriptive themes.
Networking was one of the themes found in the student interviews. This theme as voiced
by students is also supported in the literature (Lantolf, 2000; Murray 2005; Cummings,
2007). O‘Hanlon (2007) suggests that the implementation of Web 2.0 technologies,
specifically social networking, is what students are using in their personal lives and that
this social setting breeds intrinsic and extrinsic motivation. Another theme describing
student experiences was the convenience of using these tools. Simonson et al. (2000),
Matthews, D. (1999), Harasim, L.M. (1990), and Berge, Z.L. (1997) describe online
learning and Web 2.0 tools as more convenient than traditional classroom learning
because of availability of materials and 24 hour access to learning. In a related study by
Smart & Cappel (2004) students reported flexibility and convenience of online learning
citing anytime access. Many of these tools students already use in their daily lives