Abstract:

There are varied definitions of Web 3. 0 [1, 2], though scholars are unanimous in understanding that due to the Web 3.0 technology the new philosophy of research is emerging [3], that goes in line with social media changing man’s way of life and learning [4]. Scholars underline that Web 3.0 makes individuals not only participate but also cooperate[5]. The above Web 3.0. social capacity laid grounds for our research. There were two key research questions: how web 3.0. technology could contribute to human beings academic research quality and how the technology could help students meet academic research requirements.

The project objectives included the analysis of some effective Web 3.0-based research practices, evaluation of web 3.0.-based research methodology capacity and web 3.0. learning management systems use for research, the identification of tools and techniques to develop research skills with Web 3.0, analysis of risks related to web 3.0.-based research.

Тhe research methodology included literature review and the experiment in which two groups of MA and PhD students participated. The first group was engaged in traditional academic activities and curriculum. The second group had to work within the cloud-based web 3.0. learning environment, dealing with big and linked data, using extended smart mobile technology, 3D visualization, etc. Both groups members were interviewed about their Web 3.0.-based academic research experiences. The participants’ academic progress was measured in terms of their scores regarding midterm and final term assessment, students’ participation in academic community events, frequency and quality of research papers publication, etc.
SPSS software was used for data statistic processing.

The research findings led to the conclusion that web 3.0. could contribute to academic research quality by fostering the quality of scientific advising process, by developing students’ research skills, by enhancing flow and exchange of information within students’ academic community, by students’ more intensive and wider participation in research projects, etc. The technology could help students to meet the academic research standards through their interaction with peers and researchers outside the university environment, due to intensive work with big and linked data, etc. Possible risks of causing harm to academic research quality through using web 3.0. technology for itself were revealed, as well.

References:
[1] Enrique Ortiz, C. (2007) Web 3.0, the “official” definition – not!. – URL: http://weblog.cenriqueortiz.com/theweb/2007/10/07/web-30-the-official-definition-no
[2] Calacanis, J. (2007) Web 3.0, the "official" definition.URL: http://calacanis.com/2007/10/03/web-3-0-the-official-definition/
[3] Contact North/Contact Nord. (2014) A new pedagogy is emerging .. and online learning is a key contributing factor. Ontario Online Learning Portal for Faculty and Instructors.http://www.contactnorth.ca/trends-directions/evolving-pedagogy-0/new-pedagogy-emergingand-online-learning-key-contributing
[4] Nussbaum-Beach, S. (2012). Social media is changing the way we live and learn. In S. McLeod & C. Lehmann (Eds.)What school leaders need to know about digital technologies and social media. an Francisco: Jossey-Bass.
[5] Gurung, B. & Rutledge, D. (2014). Digital learners and the overlapping of their personal and educational digital engagement. Computers & Education, 77,91-100.

Keywords:

Web 3.0 tools, research methodology, best practices.