## 3 Two Case Studies Using Web 2.0 Technologies for Distance Education
### Case Study 2, Principles of Coastal Resource Management
\begin{table}
\begin{tabular}{l l l l l l l l l l l} \hline \hline \multicolumn{1}{c}{\multirow{2}{*}{**Wiki**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Pages**}} & \multicolumn{1}{c}{\multirow{2}{*}{**View**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Edit**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Deleted**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Student**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Teacher**}} & \multicolumn{1}{c}{\multirow{2}{*}{**exchange**}} & \multicolumn{1}{c}{\multirow{2}{*}{**posts**}} & \multicolumn{1}{c}{\multirow{2}{*}{**Students**}} & \multicolumn{1}{c}{\multirow{2}{*}{**\%**}} \\ \cline{1-1} \cline{5-12} \multicolumn{1}{c}{} & & & & & & & & & & & \\ \hline Free-4- & & & & & & & & & & & \\ all & 16 & 988 & 49 & na & 15 & 1 & na & na & na & na \\ Team 1 & 12 & 2775 & 431 & 3 & 4 & 1 & 0 & 27 & 4 & 96.3 \\ Team 2 & 4 & 137 & 21 & 0 & 4 & 1 & 3 & 27 & 4 & 76.3 \\ Team 3 & 1 & 68 & 37 & 1 & 2 & 1 & 6 & 53 & 3 & 75.1 \\ Team 4 & 1 & 62 & 12 & 0 & 3 & 1 & 0 & 5 & 3 & 65.0 \\ Team 5 & 5 & 151 & 28 & 1 & 4 & 1 & 0 & 12 & 4 & 65.0 \\ Team 6 & 4 & 441 & 75 & 0 & 4 & 1 & 0 & 40 & 4 & 65.0 \\ Team 7 & 46 & 1438 & 328 & 0 & 4 & 1 & 22 & 108 & 4 & 90.0 \\ Team 8 & 6 & 299 & 67 & 0 & 4 & 1 & 0 & 32 & 4 & 67.5 \\ Team 9 & 7 & 197 & 22 & 0 & 4 & 1 & 0 & 4 & 3 & 70.0 \\ Team 10 & 2 & 86 & 6 & 1 & 1 & 1 & 12 & 35 & 4 & 96.3 \\ Team 11 & 12 & 899 & 179 & 4 & 4 & 1 & 0 & 14 & 4 & 67.5 \\ Team 12 & 4 & 216 & 26 & 1 & 2 & 1 & 0 & 32 & 2 & 70.0 \\ Team 13 & 5 & 615 & 55 & 6 & 3 & 1 & 1 & 26 & 4 & 72.5 \\ Team 14 & 4 & 602 & 82 & 0 & 4 & 1 & 0 & 23 & 4 & 86.3 \\ Team 15 & 3 & 41 & 3 & 0 & 2 & 1 & 12 & 9 & 3 & 68.8 \\ \hline
**TOTAL** & 132 & 9015 & 1421 & 17 & 64 & 1 & 56 & 447 & 54 & \\ \hline \hline \end{tabular}
\end{table} 
Table 4: The use of Web 2.0 tools in PCRM by students. The “Free-4-all” row shows usage of the “Free-for-all” wiki; wiki students equals the number of students contributing to each wiki per team. Db students showing the number of students contributing to the discussion boards per team. File exchange shows the number of documents posted by each team to the learning management systems file exchange. Db shows the number of posts made by students in each teams group discussion board. One teacher was present in all wikis. Students in PCRM commented on authenticity and the social interaction as a positive experience:  
\"As this is potentially a task I would be doing in my employment after university, I found it of great value. Overall this assessment task has been very useful, not only academically but also to get to know some other students within the environmental sector.\"  
And from another student:  
\"The EIA group assessment was a very interesting assignment as we were placed in a real working scenario. I liked the aspect that we had a deadline to meet and that we all had to work with each other to produce a thorough, informative Environmental Impact Assessment.\"  
Student reflections in PCRM show that many found that using a wiki based scenario was a \"great concept\", allowing for important collaborative learning that they do not often experience. Some internal students did not like the online group work, noting the different work habits of internals versus external students, and feeling that the online group nature of the assessment was too challenging. Project management (workflow), timing, time pressures and student roles and groups dynamics provided challenges with some groups better than others at organising themselves: \"It is frustrating that even with every attempt I made to organise things so we could assist each other and have it up in ample time for editing that this was not achieved by everyone\". Content management was also a concern with some students unable to edit or delete others work: \"At one stage I found myself a little hesitant to change too much of someone else's work or add something that maybe wasn't right however I was fine with editing or having people change/add to my page\".