Annotation 1

den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). ‘Using Web 2.0 Technologies for Collaborative Learning in Distance Education: Case Studies from an Australian University,’  Future Internet, vol. 4, pp. 216-237.

Summary: This article presents two case studies examining the effectiveness of Web 2.0 tools for encouraging collaborative learning in distance university courses offered at Southern Cross University.  The paper also provides a framework of current research that both determines a working definition of the technologies that fall under the Web 2.0 umbrella and the pedagogical reasoning behind using these technologies for collaborative distance learning (p. 217).   Quantitative data is collected through information provided by the Blackboard Learning System, and Quantitative data was collected from individual reflection blogs provided by students (p. 222).

Intended Audience: This study addresses strengths and weaknesses of using Web 2.0 tools in collaborative distance learning environments at the tertiary level.  This article may be of interest to anyone designing or facilitating a distance learning university course, although the findings could be applied to other distance learning contexts that require collaboration.

Purpose: The authors of this study seek to identify possible issues in using Web 2.0 tools for collaborating in distance learning contexts.  Their findings suggested that these tools have great scope for encouraging the creation of collective intelligence (p. 217), even without any face-to-face contact.  They acknowledge that while technology is not an end in itself, these Web 2.0 tools have the ability to encourage interaction.  When used most efficiently, interaction is the key ingredient that makes online learning successful, and a course design that reflects this principle is highly likely to thrive (p. 233).

Comparison to other work:  The suggestion that students may be uncomfortable with changing or deleting the work of peers using an online tool, such as the wiki (p. 219),  is not unique to this study (Ma & Wang, 2012).  The pedagogical background presented in this study strongly aligns with Constructivism and Situated Learning (Brown, Collins & Duguid, 1989). Identifying teacher presence and student presence as key elements to success of asynchronous online learning aligns with the work of Swan (2001).

Supporting the topic: This paper supports the topic by addressing teaching and learning methods for asynchronous online learning.   The study also analyses the use of one synchronous learning tool, Elluminate Live (p. 226), but these findings are presented in such a way that the asynchronous tools can be analysed separately.