| Abstract [eng] |
The subject matter of the master paper is the potential integration of Web 2.0 tools in Higher Education. First of all, scientific literature was analyzed to reveal the main principles of Web 2.0 and its impact to Higher Education studies. However, three main principles of modern Higher Education 2.0 conception were determined. The first principle is the usage of new resources on the Internet for learning and teaching. They include all the content on the Internet generated with Web 2.0 tools, such as Blogs, Wikis, Podcasts, RSS, Social Bookmarks and more. The second principle is the new teaching and learning strategies. They should adopt a collaborative work, particular Web 2.0 tools, and the appropriate pedagogy methods. The main focus should be driven to the student evaluation, new competencies and skills to the students, and lecturers’ attitude to student. The third principle is new pedagogy models. The main focus is the pedagogy changes that should all include student-oriented approaches, such as conectivizm, social constructivism and others. A lot of new terms combined with “2.0” were presented in the scientific literature. However, all of them, such as Higher Education 2.0, E-learning 2.0, Pedagogy 2.0, Teaching Model 2.0 are still on the hot discussions among scientists as well as LMS specialists thought there are new thoughts of Higher Education 3.0. There are various suggestions for lecturers and institutions giving references for them what to start from. Unfortunately, the integration of Web 2.0 tools in Higher Education is not explored enough in Lithuania. Moreover, the practice of the world’s Universities 2.0 shows us the good perspectives. There should be more regard to this matter. The aim of this master paper was to investigate the impact and demand of Web 2.0 tools in Higher Education. To achieve this aim, three tasks were framed. The first task was to distinguish the main ideas of Web 2.0 and to determinate it’s impact to the studies. The second task was to reveal, analyze and to compare the main characteristics of each social technology. The third task was to reveal the reasons of Web 2.0 tolls usage or not in the studies and to suggest the best ones for Higher Education. For these reasons three surveys The potential Web 2.0 tools in Higher Education were conducted. Three subjects were interviewed: LMS experts, focus group of students and employers. The results showed that the dominant tool 2.0 in practice is the social writing platform. Fortunately, the open questionnaires helped to identify the reasons of vast Web 2.0 tools usage. According to the surveys’ results recommendations were given for the future and deeper researches related with the most important subject, which is lecturer. |
