Presentation at the Web 2.0 Symposia at the ICP08, Berlin

1. Relevant aspects of successful
project-based learning with Web 2.0
tools in schools
Tanja Jadin, Anja Wiesner, Christine Wijnen,
Ingrid Paus-Hasebrink

2. Background of the study
Pilot study of Web 2.0 in schools
By order of the Austrian Federal Ministry for Education,
the Arts and Culture, Telekom Austria
Main objectives: Evaluation of the possibilities and
challenges of project-based learning with Web 2.0
(especially Wiki) in schools
Pupils had to work in teams on the topic „National parks
in Austria“, duration of the school project: 4 weeks
Available media: wiki and digital camcorder for pupils,
weblog for teachers

3. Project-based learning and Web 2.0
„Project-based learning is a comprehensive perspective
focused on teaching by engaging students in
investigation“ (Blumenfeld et al., 1991, p.371)
In project-based learning situations students are more
motivated and cognitive engaged (Blumenfeld et al.,
1991)
“Web 2.0 is a set of economic, social, and technology
trends that collectively form the basis for the next
generation of the Internet—a more mature, distinctive
medium characterized by user participation, openness,
and network effects.” (O`Reilly, 2006, p.4)

4. The role of Web 2.0 in project-based
learning
Students can collaboratively work in teams (i.e. discuss
and share ideas)
Collect information and data
Generate relevant learning content (producing artifacts)
Publish the produced content
Contact with other people (experts)
Peer-reviewing of learning content
Ongoing feedback

5. Research Questions
Two main questions are adressed:
What are the relevant variables for project-based
learning with Web 2.0 in schools (teachers and pupils)?
Which relevant factors can be identified for effective
usage of a project-based wiki (difference between more
or less effective usage)?

6. Sample
9 schools (2nd and 3rd class)
27 teachers
Age: M = 48.15, SD = 7
10 female and 17 male
169 pupils
Age: 11-15 years (M: 12,7; SD = .64)
92 girls und 67 boys

7. Methods
Teachers: Paper-and-Pencil Questionnaire
Pupils: Online Questionnaire
Wiki: Frequency Analysis (Bortz, 2005)

8. Teachers` Questionnaire
Dimension: Media usage
Internet usage and use of Web 2.0 tools (19 items)
Use of computertools and web links in school (15 items)
Wiki usage in the project (6 items)
Dimension: Attitude
Attitude towards Internet as information media and communication
media (15 items on a semantic differential)
Evaluation of new media usage in school (6 items)
Dimension: Project Evaluation
Evaluation of Web 2.0 in the project (5 items)

9. Pupils` Questionnaire
Internet and Web 2.0 usage: 20 Items
Willingness to learn, aspects of class climate (Eder
& Mayr, 2000): 12 Items
General satisfaction with the school and the project
Group coherence (Paechter, 2003): 8 Items

10. Results: Teachers
Teacher`s attitudes to the Internet as a communication
media predicts
the general usage of Web 2.0, t(25) = 3.16, β = .55, p < .01
the usage of new media in the school, t(24) = 2.28, β = .43, p <
.05
the usage of Web 2.0 in the project, t(24) = 3.10, β = .55, p < .01
Wiki, t(24) = 4.91, β = .72, p < .01
Weblog, t(22) = 4.05, β = .67, p < .01

11. Results: Pupils
Pupil`s perveived learning effects depends on
group coherence: t(143) = 3.10, β = .25, p < .01
use of Web 2.0: t(160) = 1,68, β = .13, p > .05
Project vs. school: Significant difference regarding
willingness to learn: t(151) = 7.08, p < .01
aspects of class climate: pedagogical engagement, t(136) =
6.74, p < .01; rivalry, t(154) = 5.71, p < .01; streesfull class
climate, t(154) = 7.27, p = .00; good atmosphere - free of fear,
t(126) = 4.99, p < .01
general satisfaction: t(157) = 5.23, p < .01

12. Results: Learning with Wiki in classes
Number
of the
School
Number
of Pages
Levels
Embedded
pictures
Embedded
video
Internal
links
external
links
Links to
other
projects
(cooperation)
1 14 2 163 6+ 21 70 3
2 42 5 61 6 64 64 7
3 36 3 39 0 119 50 0
4 13 1 23 0 12 6 0
5 25 1 42 2 24 23 0
6 4 1 136 0 3 7 0
7 23 1 15 2 50 6 0
8 6 1 21 4 6 13 0
9 * 108 8 281 5 340 26 3
Note: Statistics on relevant Wiki variables
(*incl. 5 Podcasts; +4 Videos of another project)

13. Results: Learning with Wiki in classes
Number
of the
School
Number
of Pages
Levels
Embedded
pictures
Embedded
video
Internal
links
external
links
Links to
other
projects
(cooperation)
1 14 2 163 6+ 21 70 3
2 42 5 61 6 64 64 7
3 36 3 39 0 119 50 0
4 13 1 23 0 12 6 0
5 25 1 42 2 24 23 0
6 4 1 136 0 3 7 0
7 23 1 15 2 50 6 0
8 6 1 21 4 6 13 0
9 * 108 8 281 5 340 26 3
Note: Statistics on relevant Wiki variables
(*incl. 5 Podcasts; +4 Videos of another project)

14. Results: Learning with Wiki in classes
Comparing two classes: more and less effective use of
wiki
Project group 4 and 9: T-Test
Corporate feeling: t(39) = 2.32; p < .05
Pedagogical Engagement: t(40) = 2.18; p < .05
collaboration in the project t(39) = 1.88; p > .05 and willingness
to learn t(40) = 1.45; p > .05

15. Summary
Relevant factors for project-based learning with Web 2.0:
Teachers:
Attitude towards new media and Web 2.0 tools
Pedagogical engagement
Pupils
Corporate feeling, group coherence
Benefit for project-based learning with Web 2.0:
Increased positive class climate

16. http://www.web20klasse.at/
Dipl.-Psych. Anja Wiesner
University of Linz
Institute for Education and Psychology
anja.wiesner@jku.at
Mag. Dr. Tanja Jadin
University of Applied Sciences Upper Austria
School of Informatics, Communication and
Media
tanja.jadin@fh-hagenberg.at