(Carchiolo, Longheu, & Malgeri 2002). This essay evaluates the functional efficiency of Web 2.0 technology in the classroom, with particular emphasis on Computer Supported Collaborative Learning (CSCL) and Ning.com.
Past research into Computer Supported Collaborative Learning (CSLC) argues that the implementation of such platforms in the classroom engenders an environment of positive interdependence, as students are motivated by a shared desire to succeed. (Kravcik et al., 2004) An article in Educational Technology & Society titled ‘An educational mobile blogging system for supporting collaborative learning’ (Huang, Huang & Jeng, 2009, Web) advanced methodological research for to determine the efficacy of implementing Computer Supported Collaborative Learning (CSLC) in collegiate educational environments. While typical conceptions of the classroom place the educational environment at direct odds with handheld devices such as cell-phones, ipods, and BlackBerry’s, this research argues that these devices might actually not be as detrimental to education as is commonly determined; when used in teacher-directed ways they might indeed have a positive benefit for the learning experience. The study took place among a group of collegiate sophomores in Taiwan: “There were 5 groups and each group was assigned a topic. The topics included Arrays, Stacks, Queues, Linked Lists and Tree.” (Huang, Huang & Jeng, 2009, Web) The study used web blogging through RSS feeds; that is, a twitter-like mechanism that updated quickly when students or the professor uploaded new information to the platform. The platform also stored these uploads in an accessible database. In essence, the professor would lecture in class, and periodically post discussion topics on the RSS server. The students then were able to collaboratively respond to the discussion topics and gain direct help and feedback on issues which they were confused. At the end of the