Library and Information Science
Objectives: The research evaluated participant satisfaction with the content and format of the ‘‘Web 2.0 101: Introduction to Second Generation Web Tools’’ course and measured the impact of the course on participants’ self-evaluated knowledge of Web 2.0 tools.
Methods: The ‘‘Web 2.0 101’’ online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered.
Results: Respondents’ self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P,0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some.
Conclusion: Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.
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Copyright © 2009, Authors.
DOI of Published Version
J Med Libr Assoc. 2009 October; 97(4): 253–259. Copyright © 2009, Authors. Link to article on publisher's website
Journal of the Medical Library Association: JMLA
Rethlefsen, Melissa L.; Piorun, Mary E.; and Prince, Dale, "Teaching Web 2.0 Technologies Using Web 2.0 Technologies" (2009). University of Massachusetts Medical School. Library Publications and Presentations. Paper 104.