Abstract
The new Web 2.0 trends have offered new tools to connect people not only to digital knowledge repositories but also to other people, in order to share ideas, collaboratively create new forms of dynamic learning content, get effective support, and learn with and from peers. Different types of collaborative content applications, such as blogs and wikis, are used by people of all ages, supporting the collaborative creation and sharing of knowledge among young and old, students and experts, inside and outside organizations and educational institutions. This research investigates the effects of Web 2.0 and social networks on students’ performance in online education which uses networking as an adjunct mode for enhancing traditional education in King Abdulaziz University.
Highlights
Social learning takes place in relation to four dimensions: action, reflection, communication and negotiation [1]
We show in which way the Web 2.0 tools, under development at the King Abdulaziz University, puts crucial success factors for Web 2.0 enhanced learning into practice, applying well known concepts like social learning
A shown in Table 1, and Figure 1, a t-test was used to explain the value of the results of 8 questions and gives the respondents on level of satisfaction with the social network
Summary
Social learning takes place in relation to four dimensions: action, reflection, communication and negotiation [1]. Each of these processes is characterized by particular tensions. Social learning is about finding optimal and dynamic balances between these tensions, in accordance with the peculiar conditions and needs of concrete contexts and challenges [1]. Students forced educational institutions to move from traditional teaching methods to social learning. Higher education students are integrating ICT completely in their everyday life and call for educational institutions to support their digital learning styles. One approach is to provide support for social learning by integrating Web 2.0 tools in educational settings
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