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Summary

The research reported in this dissertation evaluated the level of effectiveness of

the Web 2.0 technologies on student achievement in an online Spanish class. Through

the creation and facilitation of these Web 2.0 technology enhanced courses, students were

provided a chance to embrace these new technologies in the classroom. This dissertation

provides the first published effort reviewing the Web 2.0 used to create such a course

and details the measurement tools employed to substantiate the effectiveness of such

intervention.

This course was created based on an extensive literature review that served to

shape the methodology including the creation and utilization of existing assessment

instruments (pretest, posttest, Classroom Community Survey and asynchronous online

interview) and selection of data analysis tools including the use of descriptive and

interpretive

statistics:

repeated-measures

2

x

2

ANOVA

and

pairwise

comparisons.

Results from pretest and posttest suggest participation in the Web 2.0 enhanced courses

did significantly enhance student knowledge, understanding and communicative abilities

in the language. Research also revealed a statistically significant relationship between

Web 2.0 enhanced courses and the level of classroom community and connectedness self-

reported by students. However, students in both Web 2.0 and non-Web 2.0 enhanced

courses self-reported no difference in learning which was in contrast to the repeated-

measure 2

x

2 ANOVA

results.

Research

findings

based

on

student

interviews

also

suggest not all students have positive experiences using Web 2.0 technologies. This

chapter summarized the study and provided an overview of the research. Findings were

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