【摘要】 本研究基于连续三年开展的以WEB2.0技术学习为核心内容的课程教学实践,重点以该课程2009年春季学期学生业绩表现记录为引用案例,对以WEB2.0技术学习为核心内容的课程对学生者可能产生的作用进行了研究。研究发现,WEB2.0技术自身社区化不断生长的配置资源的机制,使得学习者可以通过营造社区创设环境变被动学习为主动学习;通过拓展连接的人群结构聚合所需的资料,深化对群体智慧产生的作用机制与发生过程的认知;可以实践基于网络一起做事的方法,逐步形成参与、分享、共创的用网行为习惯。WEB2.0技术虽然为这些作用的生成提供了可能性,但要在课程教学中把这种可能性转变为实际作用,还需要依赖学习者自我的实践,以及教师对课程教学的设计与引导。更多还原

【Abstract】 This article reports on a three-year longitudinal study on the teaching of Web 2.0 technologies, with the 2009 (Spring) students as subjects for a case study, aiming to examine how the learning of Web 2.0 technologies impacted on their learning performance. Research findings indicate that the Web 2.0 community facilitated active learning, pooled resources, promoted collective intelligence, and encouraged participation, sharing and co-construction. Despite the fact that Web 2.0 technologies have such affordances, it requires the joint efforts of students and teachers for these technologies to have any facilitative impact on students’ learning performance. The solution proposed in this article is that Web 2.0 technologies should be presented to students as a course with careful instructional design.更多还原