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ERIC Number: EJ844218
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1055-3096
Using Web 2.0 to Support the Active Learning Experience
Williams, Jo; Chinn, Susan J.
Journal of Information Systems Education, v20 n2 p165-174 2009
Increased attention to student engagement and active learning strategies have become particularly relevant in today's classroom environments. These approaches are also considered to be meaningful when teaching "net generation" students who have different styles and expectations. This study attempts to address these challenges through the development of an interdisciplinary, active learning experience that increases information technology literacy of business students through the use of Web 2.0 tools. The research questions under consideration are: Can information technology literacy skills be effectively developed in an interdisciplinary setting? How does the development of an experiential learning activity enhance student engagement and learning outcomes? A discussion of the active learning literature and the appropriateness of such strategies with net generation learners is provided. The study also details the implementation of this experience within the curriculum, and assesses the benefits and challenges related to enhanced student learning and engagement as well as literacy outcomes. Increased student engagement was noted in both instructor and student evaluations of the assignment. Furthermore, assignment design features such as opportunities for exploration, analysis and feedback contributed to the level of connectivity. (Contains 5 figures.)
Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A