With the development of WWW, the previous web1.0 has been changed to the web2.0 in recent years. As a result, there are different ways of managing network learning communities toward the concept of knowledge sharing and learning community. Currently, a number of universities have set up several web-based courses for the public to obtain their degrees through distance learning. This research intends to integrate web2.0 concepts into traditional learning communities to conduct web-based learning communities plan with web2.0 functional tools. This helps to let learners use simple tools to share knowledge and exchange opinions more actively when studying in web-based leaning communities.
Therefore, this study intended to explore the use of web2.0 concept on the management mechanism of the digital courseware of web-based learning communities. There were three major objectives in this study, including: (1) to discuss the process of using web2.0 concept on web-based courseware of learning communities; (2) to provide the mechanism and function of building and managing web-based learning communities by integrating web2.0 concept; (3) to evaluate the learning progress of students when they study in web-based learning communities by integrating web2.0 concept.
This study based on the mechanism of web-based learning community, which consisted of eight components including web-based courseware, virtual space, simple tools, the establishment of member files, interactive mechanism, mutual goals, knowledge construction, and content management, as the blueprint. This study conducted case study to collect data, including learning profile, observation, interviews, and questionnaire. The survey population in this study was graduate student, teacher, and e-tutor who have taken the psychology web-based courseware for 12 weeks. Result of the analysis showed integrating web2.0 concept on web-based learning community helps teachers on the activity of web-based instruction. There were three possible reasons for this result: (1) Teachers, e-tutor and students agree "Google Groups" as a good and simple tool; (2) Teachers, e-tutor, and students all accept the management mechanism of web-based courseware learning community, and (3) Students can apply the knowledge obtaining from the web-based learning community in their teaching experience.
Four suggestions were proposed for future studies: (1) the management mechanism of web-based courseware learning community might be changed from close method to open method; (2) the process of learning communities may be increased by adding the online tutoring strategy; (3) applying game concepts on discussion activities and (4) use the “page” feature of "Google Groups" to create a personal portfolio. Moreover, result of this study expected to be a useful reference for other school teachers when promoting and managing web-based courseware learning communities according to the management mechanism of web-based courseware learning community.