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2.0 tools are motivating in language learning. These results are similar to the findings by

Stanley (2006) that motivation is an affective consideration of Web 2.0 tools, specifically

with podcasting. Wang (2003) reported that there has been little research done on learner

satisfaction and e-learning in general. There has also been little research on the use of

multiple Web 2.0 tools and language learning specifically from the student perspective.

All five themes found in this study help to develop an understanding of Web 2.0 tools as

they relate to student use and how it relates to student achievement.

Building Community

According to Lightbrown and Spada (1999) students learn best ―when [they] are

given the opportunity to engage in meaningful activities [and] are compelled to negotiate

for meaning, that is, to express and clarify their intentions, thoughts, opinion, etc., in a

way which permits them to arrive at a mutual understanding. This is especially true when

the learners are working together to accomplish a particular goal‖ (p.22). According to

the Classroom Community Survey (CCS) developed by Rovai (2002), the Web 2.0

enhanced courses showed a higher level of overall classroom community and a higher

level of connectedness among students and instructor. This concurs with the statement

by Palloff and Pratt (2005) that ―collaboration in a constructivist classroom results not

only in personal meaning-making on the part of the individual student, but also creates a

container wherein social construction of knowledge and meaning can occur‖ (p.6). This

connectedness

was

evidenced

in

the

Web

2.0

enhanced

courses.

This

connection

between students and instructor provides the ―Architecture of Participation‖ upon which

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