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Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning
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Author(s): Paul Parkison (University of North Florida, USA)and Jeff A. Thomas (University of Southern Indiana, USA)
Copyright: 2019
Pages: 21
Source title: TPACK: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7918-2.ch023

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Abstract

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

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