They think they are learning, but are they?

Strategies for implementing Web 2.0 to positively impact student learning

Abstract

University instructors worldwide are implementing Web 2.0 technologies into their teaching as a means of improving and enhancing student learning. Although the affordances offered by Web 2.0 technologies appear to provide increased opportunities for high levels of reflection and higher-order thinking, they are not always used to their full advantage. This paper reports a case study of a tertiary instructor using eportfolios. The results showed limited instances of high levels of reflection demonstrated by the students using the eportfolio application. A number of instructional strategies were identified that encouraged reflection in the writing process but not in the eportfolio process. Based on the findings of the study, several instructional strategies are suggested to be considered when implementing Web 2.0 technologies in tertiary education. This study forms part of a larger investigation which will combine these outcomes to develop some principles for better use of Web 2.0 to enhance student learning.