The present study was conducted in six (6) Indian Universities at NCR (National Capital Region) of India to explore the usage analysis of Web 2.0 technologies in learning environment by faculty members. The investigator conducted a survey with the help of structured questionnaire on 300 respondents. A total of 300 self-administered questionnaires (out of total population 693) were distributed among Professors, Associate Professors, and Assistant Professors of different streams and departments (Agriculture, Arts, Education, Engineering, Management and Science) by adopting stratified random sampling, 147 valid samples were collected and analyzed. Web 2.0 is especially useful and creative when knowledge is digitized, modular and allowed to be used and distributed in a flexible way. The application of the Web 2.0 tools in Indian higher education is still marginal and will have to overcome a lot of obstacles in order to hold its ground as in higher education of developed countries. The adoption of Web 2.0 tools at universities is associated with important challenges (potential risks, institutional fears) and an effective strategy to deal with implementation problems may therefore include learning from (others') experience, as well as open access to content and reliance on open platforms for knowledge sharing and creation. The majority of the faculty members have been using Web 2.0 tools for the three major purposes; for Web based teaching & research; for interactive learning features; and to keep themselves up to date on related topic of interest. The results indicate that the faculty attitude and their perceived behavioral control are strong predictors to their intention to use Web 2.0. This article reports on study that attempted to find out the usage of Web 2.0 tools (wiki's, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) by Indian faculties to support teaching and learning in higher education at NCR of India.
Keywords: Web 2.0; Blogs; Wikis; RSS Feed; Podcasting and Social Bookmarking.
The term Web 2.0 coined by technology commentator Tim O'Reilly describes the changing trends in the use of World Wide Web technology and Web Design that aim to enhance creativity, communications, secure information sharing, collaboration and functionality of the Web. Web 2.0 concepts have led to the development and evolution of Web culture communities and hosted services, such as social networking sites, video sharing sites, wikis, blogs, RSS feed, podcasting and others SNS, Mashup).
Web 2.0 is an emergent key driver changing learning paradigms at academic institutions. Besides technology, Web 2.0 challenges intellectual property and transform consumers in active users creating and curating knowledge. The use of Web 2.0 tools (wiki's, blogs, RSS feed, social networks, podcast etc.) can support innovative teaching methods and is associated with concepts like communities of practice, syndicated content, learning as a creative activity, peer-to-peer learning, creation of personal learning environments, and non-formal education (Bartolomé, 2008). Such tools can be used to develop Learning 2.0 strategies that can enhance student motivation, improve participation, facilitate learning and social skills, stimulate higher order cognitive skills, and increase self-directed learning (Redecker et al., 2009). However, in India until now, universities have not made the needed efforts to adapt to the new needs of the network society and digital natives and immigrants studying and working there.
This article reports on study that attempted to find out the usage of Web 2.0 tools (wiki's, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) by Indian faculties to support teaching and learning in higher education at NCR of India. The study focuses the benefits of Web 2.0 tools in learning environment and contribution of Web 2.0 in …