COLLABORATIVE LEARNING BY USING WEB 2.

0
Jihan Fauziah, Nursalina, Tiara Alamsyah Putri

Abstract
The purpose of this paper is to introduce how Web 2.0 impacts
collaborative learning. Web 2.0 provides social software that is
intuitively attractive to support collaborative learning. This
technology is very influential especially in the field of
education. At this advanced age, students' abilities in learning
are required to be more advanced. One of them is using web
2.0, which includes Wikipedia, Weblog, Yahoo, Google
Document, Blogs, Podcasting, etc. With some of the benefits of
web 2.0, we can establish that Web 2.0 applications provide
many educational benefits for students, therefore, contributing
to providing opportunities for further learning is one way to
improve students' understanding of technological developments
so that this application can make learning collaborative. Web
2.0 technologies provide an open platform to promote active
user interaction and participation anytime and anywhere,
enabling the creation, sharing and transfer of knowledge. Using
Web 2.0 technology can enhance team-based collaborative
learning.

Keywords: Web 1.0, Web 2.0, Collaborative learning

INTRODUCTION
Today, technology is increasingly advanced demanding humans to work smarter in
working on existing tasks. The technology is very influential especially in the field of education.
At this advanced age, students' abilities in learning are required to be more advanced. Students
are asked to collaborate together in completing their assignments. As it is known, the task is
increasing and the level of difficulty is getting higher, thus requiring them to have the ability to
collaborate well with their peers. To be able to collaborate they also need technology that can
help them in completing their tasks. One of them is to use several programs which include
Wikipedia, Weblog, Yahoo, Google Document, etc. By using web 2.0, we can communicate with
each other with the closest people and people in remote areas.
Web 2.0 technology is defined by Wikipedia as the Web development and Web
design that “facilitates interactive information sharing, interoperability, user-centered design,
and collaboration on the World Wide Web. Examples of Web 2.0 include Web-based
communities, hosted services, Web applications, social-networking sites, video-sharing sites,
wikis, blogs, mashups, and floksonomies. A Web 2.0 site allows its users to interact with
other users or to change Website content, in contrast to non-interactive Websites where users
are limited to the passive viewing of information that is provided to them”
(http://en.wikipedia.org/wiki/Web_2.9).
Web 2.0 technology is not a new version of the Web, but rather, is the
realization of the Web’s potential. Web 2.0 technology does not really constitute any new
technical standards but it indicates new ways of using the Internet as a platform for interactive
applications (McLean, Richards, and Wardman, 2007). Musser and O’Reilly (2007, p.13)
posited that Web 2.0 technology “harnesses collective intelligence through an architecture of
participation”, which is attained by “actively involving users both explicitly and implicitly,
minimizing the barriers to product adoption and use, and by designing products that encourage
viral network-driven growth”.
Technology has formed relationships between each other not only kinship but also
foreigners. One of the tools commonly used is Web 1.0. This is a program designed for everyone
to connect in a good and integrated connection. But, because changes are happening so fast that
technology is developing more rapidly. One program that was developed from the previous
program was Web 2.0. It provides social software to inspire and support new ways of interacting.
In education, Web 2.0 is very attractive for support that has the potential to provide collaborative
learning. By allowing users to add values to the content, Web 2.0 technology could harness
collective intelligence to enable knowledge construction, knowledge sharing, and knowledge
transfer (Rollet et al., 2007). Additionally, Web 2.0 technology may produce powerful learning
experience when it serves as cognitive reflection and amplification tools (i.e., mind tools) that
assist users to establish meaning through the act of self-design of knowledge databases (Boulos,
Maramba, and Wheeler, 2006).

Web 1.0

Web 1.0 is an old version of 2.0. It was first implementation of the web and lasted from 1989 to

2005. The first iteration of the web represents the web 1.0, which, according to Berners-Lee, is

the "read-only web." That means web 1.0 makes it easy for the user to see information and read

it. The thing that web users want is for their information to be available at any time, but a little

interaction where consumers can exchange information together but it is not possible to interact

with the website, so the role of the web 1.0 is very passive.

Information entered on web 1.0 will be identified by global identifiers called Uniform Resources

Identifiers (URLs).

Web 1.0 According to Tim Berners Lee, first generation Web is only a static page of the era and

the purpose of sending content. The initial web allows me to find information and read it. There

is little user interaction or content contribution.

Characteristics Web 1.0:

Web 1.0 Technologies includes core web protocols, HTML, HTTP, and URI. The major

characteristics of web 1.0 are as follow:

• They have read only content.

• Establish an online presence and make their information available to anyone at any time.

• It includes static web pages and basic use Hypertext Mark-Up Language.

Besides that, web 1.0 has limitations, namely:

• The Web 1.0 pages can only be web readers they don't have machine compatible content.

• The Web master is solely responsible for updating users and managing the content of websites.
• Lack of Dynamic representation i.e., to obtain only static information, no web consoles were

available for performing dynamic events.

Web 2.0

Web 2.0 is the second generation of the World Wide Web. The development of technology has

greatly influenced the development of the web. From that web 1.0 evolved into web 2.0. Barners

Lee identified web 2.0 as a "read-write" web. Web 2.0 offers convenience that is better for users.

Unlike the previous generation, web 2.0 is able to contribute content and distribute it with other

web users. The basic difference between Web 1.0 and Web 2.0 is that there are few content

creators in Web 1.0 with most users using only consumer content, while each participant can

become a content creator in Web 2.0 and a lot of technology help is created. Created to maximize

the potential for content creation. The use of web 2.0 can support greater and manage a larger

global crowd with shared interests in social interaction.

The O‘Reilly team defines web 2.0 on its website as follows:

"Web 2.0 is a business revolution in the computer industry caused by the move to the internet as

a platform, and an effort to understand the rules for success on the new platform. The chief

among these rules is this. Build applications that utilize network effects to get better, more

people use it. "

While answering in the world of education, Web 2.0 technologies are becoming popular in

teaching and learning environments. Among them several online collaborative writing tools, like

wikis and blogs, have been integrated into educa-tional settings. Research has been carried out

on a wide range of subjects related to wikis, while other, comparable tools like Google Docs and

EtherPad remain largely unexplored in the litera-ture. This work presents a case study

investigating education students’ perceptions of collabora-tive writing using Google Docs and
EtherPad. Both tools provide opportunity for multiple users to work on the same document

simultaneously, have a separate space for written metacommuni-cation, and are promoted by

software designers to be fairly intuitive to adopt without prior train-ing. The work investigates if

perceptions depend on factors such as gender, age, digital compe-tence, interest in digital tools,

educational settings, and choice of writing tool, and examines if the tools are easy to use and

effective in group work. Web 2.0 is designed to "facilitate interactive, information sharing,

interoperability, user-centered design, and collaboration on the World Wide Web. Web 2.0

examples such as; including web-based communities, hosted services, web applications, social

networking sites, video sharing sites, wikis, blogs, mashup, and floks onomies. Web 2.0 sites

allow users to interact with other users or to change the content of websites, in contrast to non-

interactive websites where users are limited to passively viewing information provided to

them.Web 2.0 technology is not a new version of the Web, but rather the realization of the

potential of the Web. Web 2.0 Technology does not really form new technical standards but

shows new ways to use the Internet as a platform

for interactive applications (McLean, Richards, and Wardman, 2007).

Musser and O'Reilly (2007, p. 13) argue that Web 2.0 technology "utilizes collective intelligence

through active participation" architecture, which is achieved "

involving users both explicitly and implicitly, minimizing barriers to product adoption and use,

and by designing products that encourage growth driven by viral networks ".

Web 2.0 Website Types:

Audio BlogPod Blogging Bookmarking Calendars

Chats Collaboration Communication Community CRM

E-commerce E-learning E-mail Filesharing Forums

Games Images Knowledge Base Lists Mapping

Mashups Multi-media Portals RSS Wiki

Learning theories such as constructivism learning theory and social-constructivism and

community practices - and their reciprocal relationships with collaborative tools related to web

2.0. There are two facts that connect one with another social-constructivism and community

practice - and their reciprocity with collaborative tools.

Student quality in collaboration depends on students' abilities in collaborative learning. on the

other hand, the potential capability of web 20 in helping collaborative learning students is its

main tool. Collaboration presupposes trouble-free interaction with tools so students can work

collaboratively. Web 2.0 to help research questions, analyze and follow up on results, and draw

conclusions to get collaborative.

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