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035 a| (Sirsi) o847757334;

035 a| (OCoLC)847757334;

049 a| EREE;

090 a| LB1028.3;

100 1 a| Kimbrell, Julia.?| UNAUTHORIZED;

245 14 a| The impacts of Web 2.0, Web 3.0, and Web 4.0 technologies used in distance education /c| by Julia Kimbrell.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2013.;

300 a| 65 pages :b| digital, PDF file;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2013.;

500 a| Presented to the faculty of the Department of Business and Information Technologies Education.;

500 a| Advisor: Maureen Ellis.;

500 a| Title from PDF t.p. (viewed July 25, 2013).;

520 3 a| Many factors influence distance education teaching and learning experiences. This study was explored using two experiments. The first experiment examined tools of Web 2.0 technology (blogs, wikis, and podcasts), Web 3.0 technology (virtual reality), and course framework (course design, technical problems, instructor feedback, peer collaboration, and student needs). Technical problems overwhelmingly contributed the most to a negative learning experience. Results identified factors that impacted positive and negative learning experiences for distance education students. However, technical problems overwhelmingly contributed the most to a negative learning experience. The second experiment examined tools of Web technologies (Web 2.0 and Web 3.0) and instructor planning (course preparation and instructor feedback). The results identified factors that impacted positive and negative teaching experiences for distance education instructors. Inadequate training contributed the most to a negative learning experience. The future of Web technologies in distance education will one day become Web 4.0. Data suggest that developments are progressing towards 3-D printers, 3-D holographs, and the ability to control a computer with ones' thoughts.;

504 a| Includes bibliographical references.;

650 0 a| Educational technology.=| ^A37201;

650 0 a| Technologyx| Computer programs.=| ^A1167082;

650 0 a| Distance education.=| ^A154236;

650 0 a| Distance education students.=| ^A888376;

653 a| Educational technology;

700 1 a| Ellis, Maureen L.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Business and Information Technologies Education.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/1821;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3321510;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321510-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/12/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321510-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/12/2013x| ETDz| HERESOURCE;

The impacts of Web 2.0, Web 3.0, and Web 4.0 technologies used in distance education / by Julia Kimbrell.

Author/creator	Kimbrell, Julia
Other author	Ellis, Maureen L.
Other author	East Carolina University. Department of Business and Information Technologies Education.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2013.
Description	65 pages : digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Educational technology. Technology--Computer programs. Distance education. Distance education students.

Summary	Many factors influence distance education teaching and learning experiences. This study was explored using two experiments. The first experiment examined tools of Web 2.0 technology (blogs, wikis, and podcasts), Web 3.0 technology (virtual reality), and course framework (course design, technical problems, instructor feedback, peer collaboration, and student needs). Technical problems overwhelmingly contributed the most to a negative learning experience. Results identified factors that impacted positive and negative learning experiences for distance education students. However, technical problems overwhelmingly contributed the most to a negative learning experience. The second experiment examined tools of Web technologies (Web 2.0 and Web 3.0) and instructor planning (course preparation and instructor feedback). The results identified factors that impacted positive and negative teaching experiences for distance education instructors. Inadequate training contributed the most to a negative learning experience. The future of Web technologies in distance education will one day become Web 4.0. Data suggest that developments are progressing towards 3-D printers, 3-D holographs, and the ability to control a computer with ones' thoughts.
General note	Presented to the faculty of the Department of Business and Information Technologies Education.
General note	Advisor: Maureen Ellis.
General note	Title from PDF t.p. (viewed July 25, 2013).
Dissertation note	M.S. East Carolina University 2013.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The impacts of Web 2.0, Web 3.0, and Web 4.0 technologies used in distance education / by Julia Kimbrell.

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