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This has the advantage that the vocabulary is not given by only a single 2. Due to the collaborative In Web 2. Students can manage their distribution of content [17]. The boundaries between teachers and learners become blurred. Both are the 2. In the following, we will introduce the Web 2. The focus here is communities. Each user creates his or her own on collaborative content creation and development profile page with personal or depending on and on the communication between students using platform professional information that they can wikis, blogs, social bookmarking and social thus pass on to their virtual contacts [11].

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In the networking [25]. Mason The use of a wiki requires only a little and Rennie [14] believe that the casual atmosphere knowledge of the functionality and design of the in such networks is a good foundation for learning. World Wide Web [6]. Different priorities of The Department of Information Science has created students and discussions about difficult issues are its own Facebook profile www. On integrated into one system. This may cause a broad the profile page, the students can find updated knowledge base that can be used by other students information on the department and the discipline.

The As a fan of the profile it is possible to find other main page of our wiki is divided into four areas. This creates a network of students First, it gives general information about the and staff.

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The help section contains e. The Important elements of blended learning fourth area is the work area. This area provides platforms are Learning Management Systems, e.

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With the help of ILIAS learning items, experiences of the lecture recordings of information students have the opportunity of revising and science are lower than the expectations, but still deepening the contents of a lecture. The learning satisfactory with a value of 5. The lower value items are, like the lecture, the accompanying text may result from the fact that the videos are very book [23] and corresponding films, divided into long and exceed the attention span of many chapters, allowing for an easy navigation between students.

The use of typical test questions preparing topics. The clear questions of the tests and overview of achieved scores and the right solutions the immediate feedback from the students seem to directly after responding to a question block. The reason for this may lie in the extent of the learning modules. The students are Main topics of the lectures have been selected very critical of the use of collaborative media for and filmed as video glossaries, which are hosted by blended learning. A study by Klein et al. These videos are out that almost all students use Web 2.

It seems to be difficult for the students to In close cooperation with the examiner, typical involve these services in the learning process.

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Students can get a picture of what they experience were found in social bookmarking. Therefore the InfoCenter provides links Due to the wide range of offered learning to articles and research literature for each topic.


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Students are thus able to select the one so that students are able to print out and learn from learning method that best fits their learning style the slides. The fact that many students have to do with Web 2. The 19 participating students of Many students think that more courses need to Information Science were at the end of their second be included in the InfoCenter.

Here we must semester. This keeping in mind the very high effort involved in is a questionnaire that works with two scales on preparing some of the materials. Creating the each question [17]. On the one hand, SERVQUAL collective knowledge base is less expensive, captures the expectations of the test persons of a because all students and staff can participate.

The participants had the opportunity of rating their 5 Conclusion expectations and experiences on a scale from 1 worst to 7 best. According to the evaluation, students are generally satisfied with the platform and are willing 3. A majority of the respondents say that more courses In general the expectations of students were should be integrated into the learning platform.

As the evaluation of the InfoCenter has shown, In the field of Multimedia Mediation, very large the platform needs to be adjusted in a couple of differences between the expectations of students places. A particular difficulty that has occurred and the actual experience can be observed. In during the test phase is the acceptance among particular, the experiences of the lecture slides students, particularly with respect to Web 2.