An e-learning 2.0 model
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Authors
Wei, Ning
Author ORCID Profiles (clickable)
Degree
Master of Computing
Grantor
Unitec Institute of Technology
Date
2011
Supervisors
Li, Xiaosong
Sarrafzadeh, Hossein
Sarrafzadeh, Hossein
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
E-learning 2.0
learning content
student-directed learning
distribution
co-operation
openness
elearning
learning content
student-directed learning
distribution
co-operation
openness
elearning
ANZSRC Field of Research Code (2020)
Citation
Wei, N. (2011). An e-learning 2.0 model. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Computing). Unitec Institute of Technology. Retrieved from https://hdl.handle.net/10652/1747
Abstract
It has been almost 6 years since the term “E-learning 2.0”was first introduced by Stephen Downes. In 2005, Downes announced a very important principle of E-learning. According to his theory, learning content is no longer the privilege of teachers or courseware authors. Learning content could also be created, contributed and managed by students. Therefore, under this theory, e-learning 2.0 has three basic factors; distribution, co-operation and openness. Learning materials could also be reused and redesigned based on the needs and interests of students instead of the lecturer (Downes, 2005). Obviously, e-learning 2.0 changes the way users distribute and share information and interact on the internet. In addition, the conversational learning way (teacher guide) is replaced with a learner-centered proactive process.
In this study research questions about users’ requirements for E-Learning 2.0 are identified and then UML modeling based on thesis questions is presented. To achieve this, an online survey and interviews were used to gather data, and descriptitive statistics has been used as the research method.
User requirements for E-Learning 2.0 such as user participation in the learning and teaching process (including sharing, contribution and interaction), and personal learning environments are presented. Findings from this research are consistent with Downes (2005) who suggested that the learner is at the centre of the learning process.
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