Abstract
The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA) in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate) and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.
Highlights
Advancements in Information and Communication Technologies (ICTs) Web technologies have brought about new approaches for teaching and learning
Facebook, Wikis, Google drive and YouTube were mentioned to be preferred more at Sokoine University of Agriculture (SUA)
This study intended to investigate the level of usage of Web 2.0 tools in learning and teaching at SUA
Summary
Advancements in Information and Communication Technologies (ICTs) Web technologies have brought about new approaches for teaching and learning. Web based learning provides a flexible learning options for students; it has potentials of being used by both on campus and off campus students (Preston et al, 2010) This type of learning takes place through discussion forums via email, videoconferencing, and live lectures (video streaming) (McKimm, Jollie, & Cantillon, 2003). According to Aggarwal (2000), the web supports information storage, dissemination and information retrieval It supports both synchronous and asynchronous teaching and learning because web resources can be accessed at any given time. The web supports interactions through chat rooms, e-mails, discussion forums, and video and web conferencing. Web course management systems including the blackboard facilitate course delivery (Tiedemann, 2002)
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