Derrick Huang and Ravi S. Behara provided a detailed discussion of their findings concerning the use of Web 2.0 technologies as they related to experiential learning. Their research focused on the use of new technologies to achieve outcome-based learning objectives when teaching MBA students.
The purpose of the article was to explain how the use of Web 2.0 technologies could change course design and structure. The authors provided information on how Web 2.0 technologies helped to facilitate a shift in course design. Specifically, Web 2.0 allowed instructors to focus more on experiential learning and desired learning outcomes. Their assumption was that traditional, non-Web 2.0 course design was encumbered by instructional formats (Huang and Behara, 2007).
The authors began by providing a general overview of Web 2.0 technologies that would help inform instructors new to the technology. They also provided two detailed case studies to help explain the linkage between experiential learning and Web 2.0. The first case study on e-commerce illustrated how students used many of the Web 2.0 technologies to design a fictitious e-commerce company. The second case study on operations management required students to explore social networking and simulations. Both case studies provided sufficient context to improve the reader’s understanding of the potential use of Web 2.0 technologies in experiential learning environments (Huang and Behara, 2007).
Unfortunately, the article is limited in that Huang and Behara provided only a modest overview of outcome-based learning and only briefly mentioned the techniques to link games, simulations, consulting projects, and business plans to experiential learning. Another limitation was that the authors only minimally mentioned the limitations of experiential learning and only within the context required to justify their research (Huang and Behara, 2007).
The strength of the article was Huang and Behara’s discussion of the benefits and limitations of using Web 2.0 technologies. The authors sited one important advantage as the ability to use the technology to touch upon all four stages of experiential learning as defined by Kolb. The other advantages discussed included the importance of the instructor and the adaptability of the technology to support different teaching formats. The important limitations discussed include time, instructor experience, and the students’ abilities to adapt to using experiential learning technologies (Huang and Behara, 2007). Readers will likely find the discussion of the benefits and limitations as the most beneficial portion of the article.
Overall, Outcome-Driven Experiential Learning with Web 2.0 provided a good, albeit basic, introduction to the use of Web 2.0 technologies in an experiential learning environment. This article is well suited for instructors who are just beginning to use Web 2.0 or who are beginning to redesign a course and want to use Web 2.0 to enhance their students’ abilities to achieve outcome based experiential learning objectives.
Huang, C., & Behara, R.. (2007). Outcome-Driven Experiential Learning with Web 2.0. Journal of Information Systems Education, 18(3), 329-336.
Web 2.0 technologies will only continue to expand from dl learning courses and being increasingly employed in the classroom. However some adult learners may not have the experience or knowledge to deal with some of the advancing technologies. We must assist these students with technology issues whether it be a help desk or the instructor providing assistance. We, as instructors, must embrace the technologies we use in our courses and become SMEs at least in the ones we decide to use.
ReplyDeleteI think its incredible that the military is using the technology from video games to make training as realisitic as possible. Why not use the tools to keep the best military in the world at its peak performance.
ReplyDeleteI just need to know if the (2010) in the citations within the body of the post should really be (2007)?
ReplyDeleteI think research is still in the beginning stages of looking at the possibilities for Web2.0 tools. I think other researchers will soon begin studying the pedagogy used and also begin talking about how to apply these tools to education. There is already much interest in learning styles and online learning. The look at learning styles and Web2.0 tools as well.
There are far reaching implications and possibilities of utilizing Web 2.0 tools in the classroom. The Military does it on a daily basis for training and simulations operations. A prime example is the Command Post of the Future (CPOF) collaborative computer architecture that was adapted about seven or eight years ago from what was first a teaching program. It is now one of the primary means of maintaining a a common operating picture and collaboration on the modern battlefield. People were forced to use it and learn it--only then did they see the benefits of the system.
ReplyDeleteThe only concern that I have is that not all individuals have the availability of assets or communication architecture available to maintain and utilize these tools and my see them as just another complication and burden in their complex and time challenged lives.
Yikes! Thanks Royce Ann. Citations within the body corrected to 2007.
ReplyDeleteI am impressed by the educational leaps Web 2.0 may generate. What is most interesting to me is how Web 2.0 validates or aligns itself with Kolb's four stages of experiential learning. Perhaps these technologies will enhance our understanding of learning styles and how students move from abstract conceptualization to active experimentation.
ReplyDeleteI think it would be interesting if Huang and Behara updated their article to reflect the changes since 2007. The body of knowledge has changed so much in the past four years, and I wonder if any of their findings would be different?
ReplyDeleteI realize I haven't reviewed the article, but it seems that knowing from what perspective the authors approached Web 2.0 learning would be key. As instructors it may come around the day when we need to adapt our teaching techniques to use Web 2.0 technologies so that we are learner focused. On the other hand, as was my experience in teaching senior citizens, Web 2.0 tool introduction would have alienated the student from the learning activity.
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