Investigating web 2.0 tools use and students cognitive engagement in selected Tanzanian higher institutions: preparing towards 21st learning
With the availability and affordability of computers and communication technology devices worldwide, teaching no longer centers around teachers. Students become autonomous learners, taking the ownership of learning where they no longer rely fully on teachers as the learning resources. This pave...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Al Publications
2019
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/70963/ http://irep.iium.edu.my/70963/ http://irep.iium.edu.my/70963/ http://irep.iium.edu.my/70963/1/Web%202.0%20tools%20%281%29.pdf |
| Summary: | With the availability and affordability of
computers and communication technology devices
worldwide, teaching no longer centers around teachers.
Students become autonomous learners, taking the
ownership of learning where they no longer rely fully on
teachers as the learning resources. This paves innovative
intervention towards engaging the learners cognitively
using Web 2.0 tools. Web 2.0 tools offer learners to engage
in higher order thinking skills involving not just to
understand and apply but also to analyze, evaluate and
create through two-way communications and
collaborations. Due to the pedagogical potentials of Web
2.0 tools, this study attempts to investigate how the students
involve Web 2.0 tools in supporting classroom learning.
This study employed a questionnaire survey among students
at a Higher Learning Institution involving 100 samples.
This is a preliminary study prior to the final study involving
bigger populations from different universities. Interviews
were also carried out among three students to gain in-depth
understanding of learning that enables the researcher to
derive a conceptual model. The related main ideas from
each interviewee were gathered to get commonality of
themes. And finally, main themes were generated. A
systematic data analysis was done based on developing
themes in an inductive way as directed by the content of
data. The findings reveal that the majority of students use Web 2.0 tools for finding resources, communication and for both low and higher order thinking skills. Further findings show that Academic readiness contributed significantly on students cognitive engagement while Use of Web 2.0 tools did not contribute significantly. Implications of the study address the theoretical and practical aspects. |
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