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• W2912382585 abstract "With the availability and affordability ofcomputers and communication technology devicesworldwide, teaching no longer centers around teachers.Students become autonomous learners, taking theownership of learning where they no longer rely fully onteachers as the learning resources. This paves innovativeintervention towards engaging the learners cognitivelyusing Web 2.0 tools. Web 2.0 tools offer learners to engagein higher order thinking skills involving not just tounderstand and apply but also to analyze, evaluate andcreate through two-way communications andcollaborations. Due to the pedagogical potentials of Web2.0 tools, this study attempts to investigate how the studentsinvolve Web 2.0 tools in supporting classroom learning.This study employed a questionnaire survey among studentsat a Higher Learning Institution involving 100 samples.This is a preliminary study prior to the final study involvingbigger populations from different universities. Interviewswere also carried out among three students to gain in-depthunderstanding of learning that enables the researcher toderive a conceptual model. The related main ideas fromeach interviewee were gathered to get commonality ofthemes. And finally, main themes were generated. Asystematic data analysis was done based on developingthemes in an inductive way as directed by the content ofdata. The findings reveal that the majority of students use Web 2.0 tools for finding resources, communication and for both low and higher order thinking skills. Further findings show that Academic readiness contributed significantly on students cognitive engagement while Use of Web 2.0 tools did not contribute significantly. Implications of the study address the theoretical and practical aspects." @default.
• W2912382585 created "2019-02-21" @default.
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• W2912382585 date "2019-01-01" @default.
• W2912382585 modified "2023-09-26" @default.
• W2912382585 title "Investigating Web 2.0 Tools Use and Students Cognitive Engagement in Selected Tanzanian Higher Institutions: Preparing Towards 21st Learning" @default.
• W2912382585 doi "https://doi.org/10.22161/ijaers.6.1.24" @default.
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