期刊名称：Issues in Informing Science and Information Technology
印刷版ISSN：1547-5840
电子版ISSN：1547-5867
出版年度：2010
卷号：7
页码：11-11
出版社：Informing Science Institute
摘要：This study discusses a new attempt of introducing different Web 2.0 environments for our final
year student teachers for them to experience with different features and to interact with different
groups of participants. Three different learning communities were formed so that students could
extend learning outside of classrooms. The within class learning communities enabled student
teachers to experience different features of MOODLE platform and to learn from their peers. The
second learning community involved graduates who gave comments to student teachers’ solution
of case studies in Google Sites. The third learning communities involved students of another program
who gave comments to each other’s virtual presentations. The different online activities
provided evidences to examine if the dynamic and multimedia features of Web 2.0 can provide a
useful environment to enhance learning for our student teachers. Data are analyzed from their
postings, tracked statistics provided by the learning platforms and their opinions on the questionnaire.
It was found that our student teachers were able to construct knowledge together by actively
participating in various online activities. Indeed, they gave the highest rating to “sharing
videos with another class” and second highest rating to “sharing our viewpoints of the case study
with graduates had added value to my learning” on the questionnaire items. The findings imply
that Web 2.0 environments facilitated interacting with different groups of participants and have
resulted in enhanced learning.
关键词：student teachers, learning communities, virtual presentation, Web 2.0 environments
