Students‘ educational needs are ever-changing based on their future roles in the
world. One such recent change has been to make education more accessible through
distance learning methods. One area which is beginning to benefit from the increased
colleges and universities are creating courses both online and face-to-face which contain
multiple Web 2.0 technologies. At this time, limited empirical research supporting the
reliability or validity of these applications could be located. Those in academics
concerned with issues relating to Web 2.0 technologies are left to wonder how these
courses were designed and administered. How is data collected, maintained, and used?
Are these courses designed as new pedagogical approaches or are these new tools being
used to supplement current pedagogy? Whom do they serve?
This research effort represents the first study providing insights into the
phenomenon of Web 2.0 technologies as they relate to student achievement. As such, it
presents two major implications. First, these findings suggest participation in a Web 2.0
technology enhanced course may significantly enhance student knowledge,
understanding and communicative abilities in a language. Participation might enhance
classroom community and connectedness within the classroom. Further, it may not be
likely to change a student‘s attitude with respect to their self-reported level of learning.
Research findings also suggest not all students have positive experiences using Web 2.0