Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners

Volume 13 Issue 4 March - May 2018

Research Paper

Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners

Ananta Kumar Jena* , Satarupa Bhattacharjee **, Somnath Gupta ***, Joy Das ****, Rajib Debnath *****

* Assistant Professor, Department of Education, Assam University, Silchar, India.

**,***** Research Scholar, Department of Education, Assam University, Silchar, India.

*** M.Phil Scholar, Department of Life Science and Bioinformatics, Assam University, Silchar, India.

**** Assistant Professor, Department of Teacher Education, Holly Cross College, Agartala, Tripura, India.

Jena, A. K., Bhattacharjee, S., Gupta, S., Das, J., and Debnath, R. (2018). Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners. i-manager’s Journal on School Educational Technology, 13(4), 20-34. https://doi.org/10.26634/jsch.13.4.14541

Abstract

Web 2.0 is a revolutionary technology operates Facebook, WhatsApp, LinkedIn, Twitter, and Google+ and other social networks. The study aimed to explore the effects of individual and collaborative web 2.0 technologies on the learning performance and self-regulation of secondary school students over traditional approach of learning. One hundred ten participants assigned for non-web 2.0 group (n=40), individual web 2.0 group (n=40) and collaborative web 2.0 (n=30). Nonequivalent pretest post test quasi-experimental design used to conduct the experiment where samples were not randomly selected rather the whole class students were the participants of the study. Individual web 2.0 used Slideshare, Wiki, Whatsapp, and Youtube and Collaborative web 2.0 used the similar tools such as Slideshare, Wiki, Whatsapp, Youtube counted as the experimental class I and II, and conventional lecture was used in non-web 2.0 group or comparative group. Before and after instruction, self-regulatory learning test (Bhattacharjee and Jena, 2017a) and achievement test in tissue (Bhattacharjee and Jena, 2017b) used to collect the data. It resulted that collaborative and individual web 2.0 technology has significant effects on learning performance and self-regulation of learning over traditional approach of secondary school students in Silchar, India.