Web2.0

Through the formation and development of the Internet, we are experiencing a third formation of the industrial revolution. As the two earlier revolutions, the Internet radically changed people's utilization of leisure time, work and communication. In education, we can see that online learning or e-learning provides flexibility and convenience, its (asynchronous) 'anytime, anywhere, anyplace' features (Connolly et al., 2007).

There are many claims for the term Web 2.0. For example, Grosseck (2009) defines it as “the social use of the Web which allows people to collaborate, to get actively involved in creating content, to generate knowledge and to share information online”. Augustsson (2010) believes that Web 2 tools are ideal for “collaborative learning, collective knowledge building, knowledge management, social networking and social interaction”. Many definitions are at the heart of content creation, communication and collaboration, in which information is shared 'from many to many', rather than transferring from ‘one to many’. In light of these basic elements, educators have quickly identified to support and enhance the learning potential of Web 2.0, but most of the discussions within the education community have been speculation so far, with little empirical research on its effectiveness (Baxter et al., 2011).
According to current practice based on Redecker (2008), there are four different modes of innovation, deployment of Web 2 tools in education:

1. Learning and achievement: used as a methodology and didactic tools directly support, promote, strengthen and improve the learning process and results. Web 2.0 tools are considered characteristic of individual learning processes and enhance students ' learning progress, eventually led to the empowerment of the learner's means.

2. Network: as a tool for communication among students and teachers and students and between, also supports the exchange of knowledge and information, but to create an