Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Despite the booming information technology, traditionally
one-way teaching/learning mode remains dominating the class.
Although there are some education institutes take information
system as a supplementary tool and some courses has been
taught online, teaching materials in class are in the main the
written ones, and online forms of teaching still concentrate in
one classroom assisted by programmed media. Generally
speaking, textbooks and classrooms are the major vehicles of
the education in Taiwan with a main purpose to have
face-to-face conveyance of knowledge. The conventional
means to education has been criticized as monotonous,
depressing and restraining [1]. To orient the situation toward
the future that education is a service system with students
rather than tutors at the center [2], this paper looks at the
application potentials of Web 2.0 technology to be integrated
into the teaching frameworks. With the core value of Web 2.0
technology that lies in the empowerment of internet users from
sole capabilities to download and reading into one that can
upload and share, the paper seeks to construct an educative
platform supported by the Web 2.0 technology with a view to
transform conventional forms of tutors-centered education and
improve teaching and learning effects.
The paper is structurally divided into four sections.
Section 1 gives a brief on the Web 2.0 technology. Section 2
frame the current gaps left by digital educative platforms.
Section 3 is to construct a preliminary educative model
supported by the Web 2.0 technology with four
elements—website users, contents, virtual community and
tools—put into the flowchart. A discussion and
recommendation for further research lies in Section 4, which
also serves as a conclusion.
