Mayo Clinic Libraries, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA.
J Med Libr Assoc. 2009 Oct;97(4):253-9. doi: 10.3163/1536-5050.97.4.008.
The research evaluated participant satisfaction with the content and format of the "Web 2.0 101: Introduction to Second Generation Web Tools" course and measured the impact of the course on participants' self-evaluated knowledge of Web 2.0 tools.
The "Web 2.0 101" online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered.
Respondents' self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P<0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some.
Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.
本研究评估了参与者对“Web 2.0 101：第二代 Web 工具介绍”课程内容和形式的满意度，并衡量了该课程对参与者自我评估的 Web 2.0 工具知识的影响。
“Web 2.0 101”在线课程松散地基于学习 2.0 模型。课程内容通过课程博客提供，涵盖了广泛的 Web 2.0 工具。邀请所有医学图书馆协会成员参加。参与者被要求在课后完成一份调查。完成整个课程或完成部分课程的受访者在课程前后使用李克特量表自我评估他们对九种社交软件工具和概念的知识。还收集了有关课程优缺点的其他定性信息。
使用配对 Wilcoxon 符号秩检验分析，受访者的自我评分显示出对每种工具的感知知识有显著变化（每种工具/概念的 P<0.0001）。对课程的总体满意度似乎很高。实践练习是课程最常被确定的优势；一些人认为课程的长度和耗时是其弱点。
虽然学习 2.0 风格的课程需要参与者花费时间和自我激励，但可以增加对 Web 2.0 工具的知识。
