The use of Web 2.0 technologies in the field of learning is on the rise, yet there have been a limited number of studies of the impact of Web 2.0 technologies on learning. By their nature, Web 2.0 technologies increase the interactivity between users. Interactivity is considered to be a key to success in traditional classrooms. The purpose of this thesis is to determine whether the interactivity of Web 2.0 technologies has an impact on the learning experience of students. The thesis investigated the use of Web Polls to provide interactivity inside the classroom and the use of Twitter to provide interactivity outside the classroom. Four studies were conducted, two involving Web Polls and two involving Twitter. Mixtures of methods such as qualitative and quantitative approaches were employed in the studies in order to triangulate the data, and the data from participants were collected via questionnaires and interviews. The primary purpose of employing triangulation techniques is to have more explanation and more understanding of the student behaviour from different points of view. The responses to the four studies revealed that the use of interactivity of Web 2.0 technologies were more positive than neutral about the learning experience of students. Across these field studies, the interactivity inside the classroom had a greater effect on the learning experience of students. Overall, the research revealed that the perception of using interactivity of Web 2.0 technologies inside and outside the classroom was more positive than neutral about the credibility of the instructor, the engagement, the communication by students, and the motivation of students, and results in a positive attitude to the use of Web 2.0 for learning. The thesis suggests that the adoption of interactivity of Web 2.0 technologies has the potential to support learning in higher education.

While the education sector keeps embracing and propagating AI-chatbot integration and usage in their pedagogical practices. This study aimed at investigating the impact of AI-chatbots on the knowledge construction process and critical reasoning of university students, using a mixed method approach to sample the University of Nigeria Nsukka (UNN) students’ performances and teachers’ observation. The purpose is to Investigate the extent of the impacts of AI-chatbots usage on the knowledge construction and critical reasoning abilities and to provide some proven approaches to engaging educational AI-chatbot in a manner that does not hamper the natural knowledge construction process according to constructivism theoretical paradigm. Three research questions were poised to harvest the teachers’ observations, which were matched against the principles and assumptions of constructivism learning theory and the result showed that AI-chatbot usage has some positive impact on the students’ knowledge construction and critical reasoning abilities which include learning efficiency enhancement, gendering plethora of perspectives and furnishing the students cognitively. Paradoxically, it also makes the students boycott knowledge construction process, leading to a dearth of experience, irrationality, passive learning, groupthink, academic dishonesty, and a diminished propensity for critical thinking. Recommendations were drawn from the success stories of the teachers which are to orient the students properly on the ethical usage of AI-chatbots, while integrating critical thinking education and praxis approaches in their pedagogical practice.

There are three fundamentally different ideas about the nature of learning and the properties/nature of knowledge. These ideas include both a view of how learning occurs and also a view of what knowledge actually is. These three basic approaches are referred to as behaviorism, cognitivism and constructivism. A basic understanding of the three theories is required to complete this tutorial. Refer to the references section in this tutorial for an overview of the differences between these theoretical approaches to learning and knowledge. In this interactive tutorial you will be presented with 25 characteristics of these three learning theories. Your goal will be to determine which of these characteristics refer to behaviourism, cognitivism and constructivism.

This diploma thesis deals with the comparison of two schemes for students learning. Those are a three-phase E-R-R model, the parts of which are called Evocation, Realization of Meaning, Reflection. The second model is five-phase learning model 5Es, with the following parts: Engage, Explore, Explain, Elaborate, Evaluate. Comparison of the models was done by the method of action research at the Magic Hill Elementary School in Říčany during a complex student practicum in 2017. The research lasted for two weeks and involved two fourth grade classes. In total, 31 pupils participated in the research. The research was conducted alternately in both classes. On one topic, two lessons were always prepared, each of which was based on one of the comparative pedagogical models. Each day, one subject was taught in both classes, with class 4.A being done with E-U-R and class 4.B with 5E. Lectured subjects were Czech language and mathematics. The research has shown that the compared pedagogical models are very similar, although they differ in their structure and particularly in the number of phases. The E-R-R model is better suited to shorter learning units, while model 5E requires longer units for its efficiency. Both models can be modified according to the needs of the teacher, pupil, subject, etc., whereas...

資訊科技對學習引發了全面性的變革，網路無遠弗屆、快速便利的特性，更使得網路學習、線上學習、數位學習等利用網路與資訊科技的結合的學習方式為大家所重視。未來邁入知識經濟後，人們更需要不斷的學習來提昇自己的競爭力，透過學習獲取知識。資訊科技與網路的結合，為數位學習帶來許多的優勢與好處，但是雖然數位學習的網站很多，大多數仍無法達到如傳統學習的學習效果，學習者通常瀏覽過一兩次後，便失去學習的興趣，因此數位學習系統仍缺乏整合性的規劃與開發。 　　目前網路上許多的數位學習系統提供的互動機制不足，學習者缺乏人際互動的工具與活動，除此之外，許多互動工具無法得到參與學習的使用者之青睞，學習者甚少使用，如同虛設。因此本篇論文企圖設計出一套整合性與互動的數位學習之設計，解決目前網路學習在互動中所遭遇的瓶頸。 　　本研究從適性學習(Adaptive Learning)、合作學習(Collaborative and Cooperative Learning)與建構學習(Constructive Learning)三方面進行設計，互動機制可以達到此三個目的，進一步讓系統可以支援達成合作學習與建構學習的活動設計。 / Information technology and Internet technology have brought the revolution of learning, training and education. The knowledge economy in the 21st century has made the knowledge become the most important critical success factor. We must continuously learn in order to maintain the competitive advantage. Many corporations and educational institutions have developed their own e-Learning web sites. Because the lack of adequate interactive mechanisms, most of them cannot provide the efficient and effective learning results. Our research aims to develop an interaction-centric e-Learning design and implementation. Based on the adaptive learning, collaborative and cooperative learning, constructive learning concepts, we design an integrated interaction-centric model to develop a set of toolbox to enhance the interactive activities of e-Learning.

<p>Instructional theories often view the work of instructors from a psychological perspective while playing little emphasis on the communicative aspects. However, there are vital communicational influences on and implications for instructional practice and the instructional process as a whole. As such, this work begins with the position that instruction is, in its entirety, a communicative process. A comparison is made between the three basic models of communication (transmission, interaction and transaction) and three main educational theories (behaviorism, cognitivism and constructivism). This comparison shows that there are alignments between the transmission model of communication and behaviorism, the interactive model of communication and cognitivism, and the transactional model of communication and constructivism. These similarities are explored over three major instructional activities – lesson planning, lesson delivery and assessment. Subsequently, three real-life scenarios were presented to illustrate how the three basic models of communication are manifested in the classroom. Given the applicability of the models of communication to the instructional process, the practical utility of approaching instruction from a communicative perspective is discussed. Potential implications for educational practitioners and scholars are discussed afterwards.</p>