Web 2.

0 in Education
Course: KT06 Teaching English as Second Language
Faculty: Faculty of Education
Lecturer: Dr. Fariza Binti Khalid
Group Members:

Naufal Binti Johari

A151393

Sharifah Atirah Binti Syed Hisham

A151419

Nursyafiqa Ain Binti Abd Shukor

A151293

Faizah Binti Hussin

A149273

1.0 INTRODUCTION

The internet today is equipped with extraordinary elements, as well as with new
applications that cultivate benefits that encourages the publication of various medias. While there
are specific explanations for it, quite a number of today's sites poses advantages which is
considered unique to desktop programs. Today we can alter photos, make equations in
spreadsheets, and create our presentations easily with various kinds of media all combined
together in a single window: the web browser. Some are calling his new century of equipments
the "Read/Write Web" in light of the fact that rather than simply having the capacity to download
content others have made using complex dialects, for example, HTML, Javascript, and others,
we can now fully utilize the web to distribute or write our personal content.(Anon n.d.). Yet, the
web today covers more than just instruments for example, wikis and sites as it also enables
photograph altering, both video streaming and hosting, and applications that help us to organize
the contents of being distributed. This new output presented today by the World Wide Web is
being referred to as web 2.0. (Anon, n.d.).
Despite the fact that the term proposes another rendition of the World Wide Web, it
doesn't allude to any genuine change in specialized details, but instead to changes in the ways
software developers and end-users make the most of the Web. Web 2.0 is a common term used
to explain further a variety of improvements the Web went through and in the way it is utilized.
This can be described as the development of the web utilization from the least use of content to
more dynamic sharing, creation and also participation. (Stern, n.d.)

2.0 Literature Review

Web 2.0 refers to the websites which technology is implemented beyond static pages of
websites on earlier times (Harris & Rea, no date) . Web 2.0 also is the term used to describe the

second generation World Wide Web which focusses on the ability of the web to provide better
communication and information online. Over time, Web 2.0 has been used more as a marketing
term than a computer-science-based term (Beal, no date). Some of the examples of the usage of
Web 2.0 in our daily activities are Facebook, Twitter, Wikipedia and others. There are five types
of Web 2.0. They are wikis, blogs, social networking, content hosting services, and podcasting.
The usage of Web 2.0 nowadays have both advantages and disadvantages towards the
user especially in education scope. One of the advantages is that it can creates the knowledge of
the students. Web 2.0 technologies give students the opportunity to create content themselves
instead of just listening to lectures, and this supports active and student-centered learning in
which students take responsibility for their learning (Yun-Jo An, Aworuwa, Ballard & Williams,
2009). The usage of Web 2.0 in teaching also can make the world itself to be a classroom. Web
2.0 can be easily accessed since the virtual world can be accessed by almost everyone in the
world. As the result, the lesson can be participated by anyone to point out their knowledge and
view (Harris & Rea, no date). On the other hand, the usage of Web 2.0 can lead to some
disadvantages too. One of the disadvantages is the students cognitive ability. The heavy internet
use can lower down the students critical thinking skills as they depend more on the internet
(Gamoran, Baker, Holmes & Brown, 2011).
In conclusion, the usage of Web 2.0 can make both educators and students lives easier.
This is because Web 2.0 has abundant of different applications that can make learning session
more fun, attractive and easy. However, there are some drawbacks towards the usage of the Web
2.0 in the students daily basis. Therefore, everyone needs to be smart in using the internet and
knows how to use the Web 2.0 applications for a the good purposes.

3.0 Research Objective

The objective of the research includes:

3.1 To study the extent of public knowledge of Web 2.0.

3.2 To study the level of public acceptance of the use of Web 2.0 in education.

4.0 Research Methodology

The study uses the quantitative method in collecting its data. In order to understand how
much does a community know of Web 2.0 and how it will affect the education, we surveyed over
120 participants online. Collecting the data online would be the most suitable environment to
investigate how much does people are aware of the existence of Web 2.0 and how it affects
education, because the participants would most likely be more aware of it compared to making
the survey offline.

By using the service Google Drive provides, we make use of it to make an online survey
in order to gather data on how much does the community knows about Web 2.0 and its uses in
the education field. The preparation includes a discussion on how the survey would be like,
preparation of the objectives and the survey questions. Then the survey is submitted into the
Google Form to be distributed to the participants. Through the Google Forms, we were able to
collect the data quickly, in which then we analyse, tabulate, and lastly present them.

4.1 Participants
The participants of the research are mainly students from the National University of
Malaysia (UKM) meanwhile few of the respondents are not studying in any higher institutions
and unemployed. On the other hand, a respondent of the survey is married and working. Besides
that, majority of the respondents are aged between 18 to 20 years.

4.2 Data Collection Method

The data was collected using an online questionnaire and was developed via google form
application. There were 29 questions on the questionnaire that consists of two sections which are
Section A and Section B. Section A is the personal information that consists of 4 questions and
the other 25 questions are in Section B which are the Web 2.0 in Education questions.

4.3 Data Analysis

The report is done by using google forms as a basis for the survey. After acquiring the
data, it is then organised, and brought to visual interpretation, in the form of graphs and pie
charts. The mean, median of related questions were then made. It is then analysed using the
descriptive method, describing every related results in hand using the application Google Forms.

5.0 Findings
The findings of this research consists of the data which are the respondents personal
information which includes gender, occupation, and status. Other than that, we collected the data
on the questions given. The data consists of the extent of the public knowledge of Web 2.0 and
their acceptance towards the usage of the applications of Web 2.0.

5.1 Demographic Data

The main objective of this research is to study the extent of public knowledge of Web
2.0. Respondents were randomly chosen and were given an online survey to answer. From the
survey, a total of 121 respondents answered. Below is the representation of the results:

Figure 1

From figure 1, out of 121 respondents the majority of the respondents were female with the total
of 84 (69%) respondents while the rest are male respondents with the total of 37 (31%)

respondents.
Figure 2

Figure 2 has shown that most of the respondents are aged between 18 - 20 years old with the
total of 105 (87%) respondents, 11 (9%) respondents are aged between 21-23, 1 (1%) respondent
at the age of between 24-26 and finally only 2 (2%) respondents who are at aged 30 and above.

Figure 3

Figure above shows a greater number of college or university students had answered the
questions with the total of 111 (92%) respondents, 6 respondents who are employed (5%) also
had participated in answering the questionnaire, 3 (2%) high school students respondents and
only 1 (1%) unemployed respondents.

Figure 4

Figure 4 shows that the status of the participants are mainly single with the total of 112 (93%)
respondents, and both engaged and married have the same total of respondents with the total of 4
(3%) participants.

5.2 The extent of public knowledge of Web 2.0.

Figure 5

In the figure, most of the respondents chose Wikipedia as their source of information, with the
total of 89 (70%) respondents. Another total of 48 (38%) respondents chose blogs, while 57
(45%) of them are using newspaper sites. Meanwhile 78 (61%) of total respondents answered
Google Scholar as a source of information, and 51 (40%) of the respondents uses local library
sites as their source of information. Lastly, 68 (54%) of the respondent answered that they use
university websites to look for information.

Figure 6

Figure above shows that the majority of the respondents prefer flipped learning with the figure
number of 99 (78%) respondents and only 17% of them dislike the idea of having flipped
learning.

5.3 To study the level of public acceptance of the usage of Web 2.0 in
education

Figure 7

Figure 7 above illustrates that only 4 (3%) respondents disagree in using internet in education
meanwhile majority of the respondents, with the total of 119 (94%) agree that the internet should
be used in education.

Figure 8

Based on the pie chart in Figure 8, 81 (64%) of the respondents uses the internet everyday for
educational purposes. On the other hand, 38 (30%) of them stated that they used the internet for
educational purposes few times a week while a minority them, with the total of 4 (3%) claimed
that it is rare for them to use the internet for educational purposes. No respondents responded
with never, resulting in 0% in the chart.

Figure 9

Based on the figure above, the all of the respondents agreed the internet is important to look for
new information with a total of 121 (95%) respondents except for 1 (1%) respondent saying
otherwise.

Figure 10

Figure 10 shows that majority of the respondents, with the total of 86 (68%) of them prefers to
surf the internet as their means to learn. Meanwhile a small number of them responded
otherwise; with 7 (6%) of them chose blogs, 8 (6%) of them chose using Podcasts, 11 (9%) of
them chose video games, and 11 (9%) of them chose text-based conversation.

Figure 11

From figure 11, most of the respondents agreed that the education can be improved using Web
2.0 with a total of 120 (94%) of them. Only a small number of them disagreed, which amounts to
3 (2%) of the respondents.

Figure 12

From figure 12, a majority of the respondents, which is 108 (85%) of them agreed that students
can be motivated with the usage of Web 2.0, while the rest which is 9 (7%) of them disagreed.

Figure 13

Referring to figure 13, a total of 61 (48%) respondents answered that the level of acceptance of
the public with the usage of internet for education is accepting, while 40 (36%) of them
answered very accepting. The rest of them however, answered not accepting and very not
accepting, with 10 (8%) of them for the former while 2 (2%) of them answered the latter.

Figure 14

A large majority of the respondents agreed on the usage of internet within the school or
university grounds, with the total of 120 (94%) responded.

Figure 15

On the usage of internet at school, 120 (94%) of the respondents agreed that the internet is
important. The rest of the respondents, which is 3 (2%) disagreed with the usage of internet.

Figure 16

On to figure 16, 113 (89%) of the respondents answered that the internet is important because it
helps in completing assignments. Meanwhile 118 (93%) of them answered that the internet is
important because it is easier to look for information. 94 (74%) of them instead answered that
they could stay updated with the current issues with the internet, while 109 (86%) of them
answered that it is easier to submit tasks and assignments through internet. While 60 (47%) of
them responded that the internet is important for entertainment purposes, and lasty, 31 (24%) of
them answered that it is important for online shopping.

Figure 17

In figure 17, majority of the respondents agreed that learning online is easier, with a total of 90
(71%) respondents. The rest of the respondents, with a total of 30 (24%) disagreed to it.

6.0 Discussion
From the findings, the respondents' demographic data reveals that most of them are
females, single, aged from 18 to early 20s, and are still studying. This could be caused by the fact
that even though the respondents are chosen at random, the method of distributing the survey are
limited to Facebook and our course's main website. This causes the respondents to be leaning to
a certain mindset, and possibly making the results turned biased without intent.
When the respondents were asked about the websites they mostly used to look for
information, a wide majority of them used Wikipedia. This is most probably due to it being the
easiest source of information, being that the moment you search for a topic in the search engine,
Wikipedia usually will be the top list, if not one of the top list. Meanwhile, blogs, newspaper
sites were voted most probably due to the need for an informal information. Google Scholars,
library and university sites are then mostly used for the need of formal informations with legal
rights. The fact that quite a number of them agreed on Google Scholars, library and university
sites further proves the fact that the respondents are mostly students to begin with.
When asked whether flipped learning is enjoyable, most of them agreed to the fact that it
is indeed enjoyable, however a number disagreed. This is most probably because a small number
of them being non-students, thus not knowing about flipped learning in the first place, which
prompts them to disagree to it.
The respondents were then asked whether the internet should be used in education.
Majority of them agreed, while a small number disagreed to the usage of the internet. This could
be due to the fact that some of our respondents did not recieve ICT education in school and thus
see them as nothing but a nuisance in education. This could be due to them not learning during
the time ICT was used largely, which is explained from the age difference for several of our
respondents. This could also explain the results when the respondents were asked whether the
education can be improved with the usage of web 2.0, whether the motivation of the students can
be increased with the use of Web 2.0, or the agreement on the usage of internet at school or
university level.
The respondents agreed that the internet is important to look for information, with only
one of them disagreed. This is probably due to an error in answering the survey, or perhaps the
respondent himself thinks that the internet is not a reliable source of information.
The type of applications the respondents generally agreed on are surfing the web. This is
largely because the website itself being a source of a lot of thing. However some also agreed that
there are also other media that can be used to learn, such as video games, text-based
conversations, podcastings, and blogs.

When the respondents were asked about why the internet usage at school or university
level is important, majority of them agreed that it helps with their education tasks, such as
assignment completion, searching for information, ease of assignment submission, and staying
updated with the current issues. A fraction of them stated that is good for entertainment
purposes, while only a small number of them think that they are important for online shopping.
this is most probably because not everyone uses the internet for the purpose of entertainment or
shopping online.
In the end, when asked whether learning online is any easier, most of them agreed that it
is easier. however a good amount of them disagreed. This is most probably because they are
more comfortable on using traditional methods to learning and find the internet is a hassle to use
for such purposes.

7.0 Conclusion
The development of technology today gives various impacts on the world, especially in
education as web 2.0 are widely used in schools, universities and other higher institutions. In
Malaysia, the usage of technology in education have been implemented in universities and most
of the respondents agreed that the internet should be used in education and it is important in
looking for new information and the internet is considered as a reliable source of updating
oneself with new knowledge. Besides that, completing and doing survey, work and etc. online
made life easier, parallel to its purpose. The web made our life easier as most of our assignments
and etc. are done and has to be uploaded online. On the other hand, without the technology that
we have today the progress of our work might be slow. As an example, the progress of collecting
data for the survey might be slow if it is done offline since the data received from the
respondents have to be assorted manually, and might use quite a lot of papers. Besides that, the
respondents of the survey are mainly college and university students aged from 18 to 20 years
old and are single. The level of acceptance of the public can be seen clearly throughout the report
as most of the respondents stated that the usage of the internet is vital and essential in everyday
life as it makes life easier. Furthermore, the usage of online applications such as Google
Scholar, Blog and Wikipedias are high among the respondents. To conclude, the internet is
highly accepted in the community as it ease their lives and the public knowledge towards the
web 2.0 is on a moderate level as not all of the respondents are aware of what is web 2.0.

References

Anon. n.d. The Role of Web 2.0 Technologies in K-12 Education.

Adam Gamoran, Paul Baker, Rebecca Holmes & Kurt Brown. 2011. Benefits and Drawbacks of
Social Media in Education. WCER Research Highlights 22(4): 1-7.
Albert L. Harris & Alan Rea. no date. Web 2.0 and Virtual World Technologies : A Growing
Impact on IS Education. Journal of Information Systems Education 20(2): 137-144.
Yun-Jo An, Bosede Aworuwa, Glenda Ballard & Kevin Williams. 2009. Teaching with Web 2.0
Technologies : Benefits, Barriers and Best Practices. Texas A&M University-Texarkana.