Teaching Web 2.0 technologies using Web 2.0 technologies

Objectives: The research evaluated participant satisfaction with the content and format of the ʹʹWeb 2.0 101: Introduction to Second Generation Web Toolsʹʹ course and measured the impact of the course on participantsʹ self-evaluated knowledge of Web 2.0 tools. Methods: The ʹʹWeb 2.0 101ʹʹ 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. Results: Respondentsʹ 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. Conclusion: Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.