Web 2.0-mediated Blended Learning: Separating Fact from Fiction
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Abstract
Background: Due to a congruence of generational characteristics and technological capacity, there is a perceived potential to incorporate Web 2.0 technology into health professional education. Unfortunately, no clear guidance exists regarding the development or viability of blended educational initiatives.
Objective: The purpose of this study was to take the first step in addressing the identified knowledge gap by characterizing the knowledge, familiarity, and preferences regarding Web 2.0 tools among student learners.
Methods: A 37-item questionnaire was developed by the authors. It consisted of multiple choice and Likert items designed to: 1) assess the use and knowledge of Web 2.0 and social media applications/technology by first year pharmacy students, 2) outline ownership of related hardware (e.g., laptops, smartphones), and 3) characterize perceptions of students towards Web 2.0 and social media. Open-ended attitudinal items were also used to generate qualitative data regarding the integration of Web 2.0 tools into their education. After the survey was modified to integrate feedback from a pilot administration, it was made available online to pharmacy students who attend class via live interactive videoconference from separate campuses. Descriptive statistics were used to summarize the findings of the quantitative data and a systematic thematic analysis was used to explore the qualitative data. Institutional review board approval was secured.
Results: One hundred and ninety-seven first year pharmacy students completed the survey for a response rate of 94.9%. Diversity of the respondents was evident as 35.7% self-identified as White (non-Hispanic), 35.7% Hispanic, 19.9% Asian, 3.6% African American, and 5.1% Other. Females comprised the majority of respondents (64.3%) and only 62.8% of all surveyed identified their first or best language as English. The average age of the respondents was 25 years. Regarding awareness and use of Web 2.0 tools, 99.5% of students surveyed used wikis (12.3% contributed), 99.5% read blogs (16.3% contributed), and 86.2% used social networking sites (82.7% Facebook, 30.9% MySpace), whereas only 7% used microblogging applications like Twitter. In fact, approximately one-third of students were completely unfamiliar with social bookmarking (37.5%), microblogging applications (34%), RSS readers/aggregators (31.4%), and collaborative writing tools (26.3%). When asked about integrating Web 2.0 technologies into their courses, 74% reported that it would have a ‘Positive’ or ‘Very positive’ impact on their ability to learn and 67% of students responded that the integration would help them feel ‘Connected’ or ‘Very Connected’. Specific tools that students wanted incorporated into their education included: videosharing (50.2%), computer-based instant messaging (45.6%), podcasts (43.1%), social network sites (35%), and collaborative tools (34%).
Conclusion: Aspects of Web 2.0 and social media for blended learning opportunities that appealed to students included enhanced communication and interactivity as well as timely access to information. Barriers identified included the need to develop new skills and competencies, security concerns, and that a digital divide still exists for a minority. However, in searching for ideal ways to capitalize on blended learning opportunities, the main obstacle to be navigated may ultimately be the lack of alignment between student preferences of Web 2.0 tools for personal versus educational purposes.
Objective: The purpose of this study was to take the first step in addressing the identified knowledge gap by characterizing the knowledge, familiarity, and preferences regarding Web 2.0 tools among student learners.
Methods: A 37-item questionnaire was developed by the authors. It consisted of multiple choice and Likert items designed to: 1) assess the use and knowledge of Web 2.0 and social media applications/technology by first year pharmacy students, 2) outline ownership of related hardware (e.g., laptops, smartphones), and 3) characterize perceptions of students towards Web 2.0 and social media. Open-ended attitudinal items were also used to generate qualitative data regarding the integration of Web 2.0 tools into their education. After the survey was modified to integrate feedback from a pilot administration, it was made available online to pharmacy students who attend class via live interactive videoconference from separate campuses. Descriptive statistics were used to summarize the findings of the quantitative data and a systematic thematic analysis was used to explore the qualitative data. Institutional review board approval was secured.
Results: One hundred and ninety-seven first year pharmacy students completed the survey for a response rate of 94.9%. Diversity of the respondents was evident as 35.7% self-identified as White (non-Hispanic), 35.7% Hispanic, 19.9% Asian, 3.6% African American, and 5.1% Other. Females comprised the majority of respondents (64.3%) and only 62.8% of all surveyed identified their first or best language as English. The average age of the respondents was 25 years. Regarding awareness and use of Web 2.0 tools, 99.5% of students surveyed used wikis (12.3% contributed), 99.5% read blogs (16.3% contributed), and 86.2% used social networking sites (82.7% Facebook, 30.9% MySpace), whereas only 7% used microblogging applications like Twitter. In fact, approximately one-third of students were completely unfamiliar with social bookmarking (37.5%), microblogging applications (34%), RSS readers/aggregators (31.4%), and collaborative writing tools (26.3%). When asked about integrating Web 2.0 technologies into their courses, 74% reported that it would have a ‘Positive’ or ‘Very positive’ impact on their ability to learn and 67% of students responded that the integration would help them feel ‘Connected’ or ‘Very Connected’. Specific tools that students wanted incorporated into their education included: videosharing (50.2%), computer-based instant messaging (45.6%), podcasts (43.1%), social network sites (35%), and collaborative tools (34%).
Conclusion: Aspects of Web 2.0 and social media for blended learning opportunities that appealed to students included enhanced communication and interactivity as well as timely access to information. Barriers identified included the need to develop new skills and competencies, security concerns, and that a digital divide still exists for a minority. However, in searching for ideal ways to capitalize on blended learning opportunities, the main obstacle to be navigated may ultimately be the lack of alignment between student preferences of Web 2.0 tools for personal versus educational purposes.
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