Through the formation and development of the Internet, we are experiencing a third formation of the industrial revolution. As the two earlier revolutions, the Internet radically changed people's utilization of leisure time, work and communication. In education, we can see that online learning or e-learning provides flexibility and convenience, its (asynchronous) 'anytime, anywhere, anyplace' features (Connolly et al., 2007).
There are many claims for the term Web 2.0. For example, Grosseck (2009) defines it as “the social use of the Web which allows people to collaborate, to get actively involved in creating content, to generate knowledge and to share information online”. Augustsson (2010) believes that Web 2 tools are ideal for “collaborative learning, collective knowledge building, knowledge management, social networking and social interaction”. Many definitions are at the heart of content creation, communication and collaboration, in which information is shared 'from many to many', rather than transferring from ‘one to many’. In light of these basic elements, educators have quickly identified to support and enhance the learning potential of Web 2.0, but most of the discussions within the education community have been speculation so far, with little empirical research on its effectiveness (Baxter et al., 2011). According to current practice based on Redecker (2008), there are four different modes of innovation, deployment of Web 2 tools in education:
1. Learning and achievement: used as a methodology and didactic tools directly support, promote, strengthen and improve the learning process and results. Web 2.0 tools are considered characteristic of individual learning processes and enhance students ' learning progress, eventually led to the empowerment of the learner's means.
2. Network: as a tool for communication among students and teachers and students and between, also supports the exchange of knowledge and information, but to create an environment of understanding and assistance, thereby contributing to the establishment of social networks or communication tool between learners and teachers.
3. Embracing diversity: for integration into the wider community, reaching out to meet people from different age groups, backgrounds and cultures, linked to the experts, researchers or research in certain areas, so as to open up alternative channels to acquire knowledge and skills of practitioners a means of learning.
4. Open Social: to make access to institutional learning and transparent tools for all members of society, promoting the participation of third parties like parents, but also the promotion of access to information.
A. Social software and learning 2.0
It can be said that e-learning through the concept of ' social software ' rapid development, a subset of Web 2 tools are enhanced. McKelvie, Dotsika and Patrick (2007) defined that “social software is a community driven technology which facilitates interaction and collaboration and depends largely on social convention”. Although social software can be used on an individual basis is mainly concerned with communication, dialogue and collective concept of collective and personal contact. Use of social software enables students to create knowledge and to share their learning experiences on the collective level, and allows users to publicly reflect on their learning. ELearning from social software to distinguish itself, it is associated with the electronic instruction, more suitable for educational and training purposes. The transformation of Web 2.0 is the way people learn, as self-directed learning is social dominance and nature. Use of social software and Web 2.0 technologies had given rise to the term ' learn 2.0', it broadly outlines the learning from using social media, all arising out of education or training opportunities.
B. Pedagogy of learning 2.0
Social software and collaborative nature of interaction makes it very...
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