2014 4th International Conference on Education, Research and Innovation

IPEDR vol.81 (2014) © (2014) IACSIT Press, Singapore

DOI: 10.7763/IPEDR.2014.V81.15

E-Learning and Web Generations: Towards Web 3.0 and E-Learning

3.0

Paula Miranda 1, Pedro Isaias 2,3 and Carlos J. Costa 4

1
Escola Superior de Tecnologia de Setúbal, IPS Campus do IPS, Estefanilha 2910-761 Setúbal - Portugal
2
Universidade Aberta, Palácio Ceia, Rua da Escola Politécnica, nº141-147, 1269-001 Lisboa, Portugal
3
ADVANCE Research Center – ISEG, Lisboa School of Economics and Management, Rua Miguel Lupi, 20,
1249-078 Lisboa, Portugal
4
University Institute of Lisbon (ISCTE-IUL), Adetti-IUL Avenida Forças Armadas, 1649-026 Lisboa,
Portugal

Abstract. It is widely accepted that the WWW has evolved consistently over the years. Early Web tools
were simple, but as information technology and internet speeds evolved, new tools would emerge, creating an
interactive, user-centered space where information is shared among all. The next generation of the Web, the
Web 3.0, will aim primarily at organizing it through intelligent agents and semantic standards. At the same
time, one of the earliest and most popular uses of the Web, e-Learning, is also changing. Thus, much as the
Web changed from a “read-only” medium, to “read-write” and to “read-write-collaborate”, so have the
concept and methods of e-Learning changed from a simple transposition of educational material to online
support, to entirely new approaches to education, centered on student’s active participation, interaction and
collaboration. Web 3.0 will further emphasize this revolutionary approach, potentially leading to virtual
spaces of collaborative knowledge centered on active learning, student-centered applications, 3D
visualization and intelligent agents based on semantic machines to permit students easy, intuitive access to
information. By taking note of the parallels between the evolution of the Web and of e-Learning, we can
make predictions of how future changes in the Web will eventually bring about changes in e-Learning
systems.
Keywords: Web 3.0, e-Learning, e-Learning 3.0

1. Introduction
Since its widespread acceptance as an ideal platform for working, commercial, entertainment and
academic purposes, the World Wide Web has changed, evolving as technology itself permitted, and leading
to the currently prevalent standards of Web 2.0, the Social Web, where the basics of collaborative content
creation were laid out. But while Web 2.0 standards have generated an explosion of information, due to the
amount of authoring tools and sharing platforms that are now available, it also exponentially increased its
disorganization and complexity, leading to vast amounts of untapped information which users do not access,
because it’s not easily found among the “white noise” – irrelevant data that inefficient search and
organization paradigms cannot filter accordingly to the necessities of users.
Web 3.0 is the next generation of WWW standards, aiming precisely at addressing the shortcomings of
Web 2.0 and centered around certain fundamental principles: collaborative filtering, cloud computing, big
data management, mobility. The ultimate goal is to create an intelligent Web, where users can effectively and
quickly be directed to the information that they require, when they require it. In order to achieve this, it is
paramount that new tools are developed, tools that can enable a more intuitive, less “blind” organization and


Paula Miranda.
E-mail address: [email protected]
92
structuring of the existing information. The idea behind Web 3.0 is that this form of organization can only be
achieved if machines are endowed with the same abilities of reading and interpreting data that human beings
possess, which is why Web 3.0 is also sometimes referred to as the Semantic Web.
As one of the most popular and sophisticated tools that the internet has made available, e-Learning has
naturally evolved side-by-side with the Web, and it’s possible to identify e-Learning 1.0 and 2.0 as standards
of virtual education that accompany the Web 1.0 and 2.0 standards. Thus, it is reasonable to assume that e-
Learning will eventually follow in the footsteps of Web 3.0 as well, adopting its key principles and
corresponding technologies to achieve a more efficient and immersive form of education, which has always
been the ultimate goal of virtual learning environments.
In this paper, we will first discuss the evolution of the Web, from 1.0 to 2.0 standards, and how 3.0
standards appeared as a natural result of the strengths and challenges of prior approaches. We will also
describe and analyze the process of evolution of e-Learning, as it accompanied the evolution of the Web
itself, so as to subsequently discuss how Web and e-Learning standards are correlated. Ultimately, it is
proposed that this analysis will provide valuable insight into how Web 3.0 can revolutionize e-Learning.

2. Evolution of the World Wide Web

The increase in general use of the internet has seen an explosion of available websites and users,
generating tremendous amounts of information. In fact, the internet is arguably the fastest, most efficient and
cheapest medium for gathering and disseminating information today, and using the Web for anything – from
business to academic research to simple entertainment – has become a part of the modern lifestyle,
permeating every level of society. Such a fast and widespread dissemination was only possible because of
the equally swift evolution of computer technology, not just in processing power but also in regards to the
speed of internet connections in itself [1].

Fig. 1: Evolution of the Web (adapted from [2]).

An inevitable consequence of the fast, dynamic process of the Web’s dissemination is that it has become
an evolving system, changing as technology itself evolves. [3] observe that this process of evolution is in fact
related to three different dimensions of human knowledge, in what they have named the “Theory of the
Web”. The authors first define the World Wide Web as a “techno-social system, a system where humans
interact based on technological networks”, emphasizing that, on the one hand, the Web is still primarily a
human system, and on the other hand, it is reliant on technology. In this sense, Web 1.0 is defined as a
cognitive medium, Web 2.0 as a communicative medium, and Web 3.0 as a collaborative medium [3], thus
bringing into focus the three essential traits that have set apart each of the stages of the evolutionary process.
[4] observed that the evolution of the Web has been illustrated essentially by a transition process from a
read-only medium to a collaborative one. Researchers and developers who studied the same issue eventually
93
pinpointed two distinct stages along this process, each displaying its own standards or generalized principles,
according to the available technologies. Today they are commonly referred to as Web 1.0 and Web 2.0, and
it is asserted that the next set of concepts and technologies will be the Web 3.0.
Figure 1 shows a graphical representation of the evolution from 1.0 to 3.0 standards, and the main ideas
behind each stage, according to [2]. In the next sections we will analyze these changes in depth.

2.1. Web 1.0

There is some debate as to whether Web 1.0 can be described as a separate stage of the evolutionary
process [5]. “Web 1.0” is an expression conveniently established a posteriori to describe the early stages of
the internet, where content was static and websites primarily resorted to the HTML language. In this context,
and with limited available tools, there was very little opportunity for users to effectively participate, making
them essentially consumers of information, but not creators of it. This leads to the common description of
Web 1.0 as “read-only”. Website authors would publish the information that they decided to publish, and
allow users to view that information. Users could view it, and eventually contact the author, but there was
not a direct link between author and reader, or between the reader and the content itself [6].
Web 1.0 is essentially “a system of interlinked hypertext documents accessed via the Internet” [13], with
very limited user participation. The emphasis was placed entirely on the possibility of searching for
information, and the goal of website owners and administrators was to bring that information into a public
space of global visibility. For many companies, to be present on the internet was in itself a goal, and the
website was more of a “business card”, presenting the company, its goals, its products, in a descriptive way,
so as to make users interested in contacting them directly. Likewise, non-commercial websites were
primarily concerned with making content readily available to visitors and providing an organized, efficent
source of information for whatever purposes were deemed necessary, from educational to gaming to
governmental.
However, for Tim Berners-Lee, the inventor of the World Wide Web, the intention and vision had
always been to make the internet a collaborative space, where individuals physically separated by
geographical, cultural and language barriers would come together and collectively contribute to a global
information space [7]. Therefore, it can be argued that the main characteristics of Web 1.0 were merely a
consequence of technological obstacles, as processing capabilities and internet speeds were very limited.

2.2. Web 2.0

This scenario changed between the late 1990’s and the first decade of the 21st century, and the
subsequent generation of internet solutions is what we call the Web 2.0, following Tim O’ Reilly’s coining
of the expression [8]. If Web 1.0 can be described as “read-only”, Web 2.0 is often described as “read-write”.
Across the existing literature, there have been other, more complex definitions that relate the emergence of
Web 2.0 to different perspectives. [5] defines Web 2.0 in relation to the new technologies it has harnessed
(such as blogs, wikis, podcasts, etc.), while [8] considers that the revolution in web services was driven by
the urgency of the business sector to establish itself within the internet.
The focus of Web 2.0 is on social interactivity, collaboration and information sharing, in its most literal
form. Whereas before users could only view content, the emergence of new web-based tools, platforms and
applications provided them with the ability to edit that content, and to create and share new content of their
own. This new generation of the internet thus saw an explosion of social networking and information sharing
spaces, from Blogger, Wikipedia and Livejournal to Facebook, YouTube, Twitter, LinkedIn, etc. Up until the
development of Web 2.0, the focus of computer systems had always been on managing data, information and
explicit knowledge, but with Web 2.0 the focus shifted towards methods and tools for the development of
more implicit knowledge, derived from social interaction and global participation [9].
According to [5], Web 2.0 is a concept that aggregates a number of key ideas. We summarize these
principles in Table 1.

94
 Table 1: Key ideas of Web 2.0 (based on [5]).

Concept Description
User Generated Content Intuitive tools that allow for the creation of personal content, such as posting one’s own
images, texts or videos to blogs, wikis, social networks, etc. Highly facilitated by
advances in technology (smartphones, tablets, laptops, wifi, etc.), it has led to an
exposure culture.
Harness the Power of the Crowd Group working and collaborating leads to easier solutions to collective problems or
issues. Crowdsourcing becomes increasingly popular as a means of getting amateur
content and ideas out into the public, through social networking, and letting the public
decide their worth or potential.
Data on an Epic Scale The amount of data that’s being generated by user-centered applications leads to data
management becoming a core competency of IT companies and corporations such as
Google. Data management is one fundamental challenge of Web 2.0. Aggregator
services use the data to provide targeted suggestions or advertisements.
Architecture of Participation The principle by which a service grows and improves the more people use it and
participate in it. It is not a mere side effect; the system is designed to use interactions as a
means to improve and build itself. Google and BitTorrent are two examples.
Network Effects Services increase in value as users are able to interact within them, and the more people
join in. These services are only useful and valuable to the extent that people are using
them, making users a key component of the vary functionality of the service. But this
entails a problem, as people might rally towards an inferior product merely because it’s
got an extensive user-base.
Openness Working with open standards, using open source software and free data, and working in
open, collaborative innovation, are all increasingly popular trends. The prime example is
the Firefox browser and its many extensions.

Web 2.0 presents various advantages, particularly the form by which it leads to the creation of complex
networks of information by enabling users to participate in the very architecture of the Web, generating large
amounts of data with many potential uses. It has also led to the development of increasingly flexible, user-
centered applications.
However, there are also shortcomings for the Web 2.0 standard. As observed by [9], the growth of an
increasingly user-centered Web is leading to disorganized, confusing data clusters and an overload of
irrelevant information. It is also generating more and more issues of security and privacy, with impacts even
in government policy, as was clearly demonstrated by the Wikileaks scandal.
[5] points out three essential problems that are already clearly present in the internet today, namely the
overload of information, the challenges to intellectual property, and the issues of trust, privacy, and security
in online environments. In fact, the use of social networks is changing the very concept of private space, as
content that was once a part of the private sphere, where only friends and family could enter, is now being
made available for the entire world [10]. Likewise, piracy and free distribution of copyrighted material has
been increasingly facilitated by Web 2.0 tools and faster internet speeds. As for the overwhelming amount of
data, it is already pointed out by researchers that this is perhaps the biggest challenge for the Web of the
future, but also its greatest opportunity [11].

2.3. Web 3.0

The next generation of the Web proposes many solutions to such issues, taking one step forward in
enabling users to modify information resources by themselves. Through the development of intelligent
machines that will be able to understand content (instead of merely displaying it), learn what users require
and suggest the adequate information that they are searching for [12], the Web will become far more
efficient and powerful. However, this approach requires that semantic content be introduced into the Web,
which is why Web 3.0 is also known as the Semantic Web. To introduce semantics is to introducing meaning
and relevance into the content.
The Semantic Web is essentially built on databases, instead of documents [1]. The simplistic concepts of
website or webpage will become obsolete, as data no longer belongs to particular users, but is shared among
them [13]. This evidently requires the adoption of new forms of scripting and programming, and that
particular evolution has been made possible with the increasing sophistication of RDF (Resource Description
Framework), the language standard that will power the new generation of the Web [14]. Indeed,
interpretation and intelligent filtering of content require that machines are endowed with the appropriate
language to be able to read, describe and organize content. Because they do not have the human capacity for
95
language, they will require metadata [15] and the markup of Web services in order to transform them into
machine-readable and agent-ready objects [16].
Such tools will need to express logical relationships between semantic meanings, and the information
available on the Web [12]. This will lead to an increasingly organized information network, based around
logical and intuitive principles that, if correctly implemented, will allow for far more sophisticated search
mechanisms than what’s currently used by the Google search engine [13]. Computers will then be able to
understand what every aspect of a search query inherently means, and what user intentions and needs can be
inferred from that query.
One of the most important aspects that will need to be implemented to effectively build a Semantic Web
is a set of ontologies. An ontology is “a specification of a representational vocabulary for a shared domain of
discourse”, including “definitions of classes, relations, functions and other objects” [17]. In order for
computers to understand semantic meanings, those meanings and relationships have to be established
through common standards by defining ontologies within different domains. Thus, researchers argue that the
success of Web 3.0 will largely depend on how ontologies will proliferate and how sophisticated ontology
engineering tools will become [18].
In Table 2, we summarize the main characteristics of the Web 3.0. While some of these concepts are
innovative, others are evolutionary ideas stemmed from Web 2.0 principles.
Table 2. Main principles of Web 3.0 (adapted from[19]).

Concept Description
Intelligent Web Content described in a form that is readable and understandable by machines, so that they are able to
intelligently organize and filter it, as well as efficiently understand user’s searches and queries.
Natural language processing, machine-based learning and reasoning, and intelligent applications will
all be staples of this Intelligent Web.
Organized Information The interactivity and social nature of Web 2.0 generated an overload of information and chaotic
clusters of data. Web 3.0 will allow for the organization of information, leading to more efficient
tools.
Openness Greater openness regarding formats, protocols and Application Programming Interfaces (APIs). It can
also refer to greater openness between users, personal information and personal data.
Interoperability Open sharing and common formats will lead Web 3.0 applications and services to efficiently run
across a variety of different platforms and devices, because they will ultimately lie on a common set of
ontological principles and languages.
Global Database The Web will no longer be the sum of many web documents, but a global, massive database, using
structured data records, and resorting to Extensive Markup Language (XML) formats such as RDF,
OWL, SPARQL, etc.
3D Visualization Web 3.0 will increasingly resort to 3D visualization and simulation, through use of tools similar to the
Second Life virtual world as well as avatars and personalized agents.

3. Evolution of e-Learning
E-Learning is essentially teaching through the use of computers, and in this broad sense, it has been
described through many different expressions, such as: computer-based training, online teaching, virtual
teaching, web-based teaching, etc. The core principle is the use of IT and communication technologies for
teaching activities, whether these activities are undertaken individually or within a group, via a personal
computer or through other devices, online or offline, synchronous or asynchronously [20]. However, one of
the most important potentialities of e-Learning is that it enables students and teachers to interact online,
facilitating distance teaching and generating a cheaper, more accessible form of education that could, in
theory, be available to all. In that sense, the internet can be e-Learning’s greatest weapon.
E-Learning systems require specific tools and skill sets. According to [21], the key differences between
traditional forms of education and e-Learning are:
 “Pull” Delivery – students have the power to determine the content
 Reactionary Responsiveness – students can respond to problems as they arise
 Non-Linear Access – students can directly access content in non-sequential ways
 Symmetry – learning develops in integrated form
 Continuous Modality – learning moves parallel to tasks without definite stops
 Distributed Authority – content derives from interaction between participants
96
  Personalization – content can be determined by individual needs
 Dynamic Adaptivity – content can change through user input and experience
Thus it can be asserted that e-Learning is a much more flexible form of education, and online
environments offer tremendous potential for greater participation by users and teachers alike, contrasting
with the traditional educational systems where content is predetermined and students are merely guided as
it’s delivered.
Because the Web has always been regarded as a major tool for the development of e-Learning platforms,
e-Learning itself has naturally accompanied the evolution of the Web standards. Moreover, as new
technologies are developed, e-Learning platforms attempt to integrate them, and this trend effectively
explains why e-Learning has changed over the years.

3.1. E-Learning 1.0

The first stages of e-Learning’s evolution process developed as it moved from the mere introduction of
digital tools in the educational system, to the use of the internet itself. In this context, it adopted the standards
and principles of Web 1.0, in order to provide students with easily accessible and readily available online
content, which students could access and learn from at any time – eventually leading to the expression
“anytime, anywhere, anybody” [22]. This trend led to the proliferation of Learning Management Systems
(LMS), information systems that are centered on the purpose of organizing and storing educational content,
as well as analyzing and measuring its utilization for future improvements.
Much like the Web 1.0 in general, e-Learning 1.0 is one-directional [6]. The teacher distributes the
content that he/she wishes to teach, placing it on an online platform, and students will consult it, either upon
the teacher’s indication or by their own means. It is the transposition of traditional educational principles and
attitudes to a digital, online environment [23], and in the same vein of traditional teaching, the tutor is
concerned with what the students are learning, not specifically with the methods or tools with which they are
learning [24].
The goal of e-Learning platforms at this point was mainly to change the way students access educational
content, by providing it in a convenient space, outside of the classroom. There were no changes to the actual
teaching methodologies.
However, one of the first approaches to e-Learning promoted the goal of perfecting the media that was
offered to the learners, by introducing “new media”, such as animations, simulations or interactions, with the
purpose of transforming the school book into an interactive book. On the other hand, LMS provided the
necessary support for interactive features connecting learners and tutors, namely e-mail, discussion forums
and chatrooms. Therefore, it is possible to assert that e-Learning 1.0 wasn’t exclusively static: there was the
goal of adding interactivity and new media to the traditional educational materials, transforming education
itself into a more constructive pedagogical approach [22]. This goal was subjected to the popular
technologies and web services of the time.
According to [25], there is an intermediary stage that some researchers have named “e-Learning 1.3”.
This stage is characterized by a change in the delivery of learning, which is done more quickly, and
incrementally. It is pushed outside the boundaries of the LMS, and increasingly distributed through e-mails
and the intranet platforms of organizations. The content itself is more easily created using templates provided
by e-Learning tools.

3.2. E-Learning 2.0

In discussing the new trends in internet usage and how it can affect educational systems, [26] pointed out
that the users themselves appeared to be changing into what some called the “digital natives”, individuals
that absorb information at much faster rates and are used to dealing with multiple sources at once, essentially
growing on the Web 2.0’s information overload. They are more informed and, thus, more demanding with
the quality of that information and how it is presented. Just as websites, networks and applications eventually
realized the need to become much more user-centered than before, e-Learning platforms also began to adopt
student-centered principles and methods, leading to what is commonly known as e-Learning 2.0.

97
 As we have previously seen, social networks and interactive, collaborative websites form the essence of
Web 2.0. In e-Learning, this trend of increasing participation and interactivity led to an informal change in
how students, and by extension the teachers, viewed their own learning processes. Resorting to wikis and
blogs, students now had access to new forms of information, and could even discuss topics with other
students across the globe [26]. Teachers and tutors, on the other hand, discovered podcasting as a new form
of disseminating educational content with a less formal, more personalized touch [27]. Numerous other
trends of Web 2.0 have been pointed out as having potential for learning systems: user-generated content,
crowd-funding, collaborative architectures, networking, openness and transparency [28].
According to [29], the technical dimension of e-Learning 2.0 entails two approaches that can either be
used individually of mixed together within the same system. The first approach is the “community of
practice”, a constructivist educational strategy where students interact, learning together, through discussion,
commenting, collaborative writing, or collaboration on specific projects. Wikis are the best tools here. The
second approach places students as the creators of the educational content, and is far more revolutionary in
what it implies for education in general, moving further away from object oriented education strategies.
Podcasts are the most prominent example for this second approach.
The key aspect of e-Learning 2.0 is interactivity. With 1.0 standards and techniques, interactivity was
limited. E-mails, forums and chatrooms existed, but mainly for students to be in touch with their teachers, as
there was no implicit encouragement for them to contribute with their own content or views. Researchers
have observed that collaborative learning is the adequate means to generate more implicit knowledge, that is
more easily retained and absorbed by the students, and e-Learning 2.0 was the first generation of e-Learning
that had the tools to achieve this. New educational systems built this way provide students with the means for
them to share information, collaborate with each other and obtain feedback [30].

Fig. 2: E-Learning 1.0 vs. 2.0

3.3. E-Learning 3.0

Web 3.0 will entail the transformation of the internet from a platform of global interactivity and
information sharing, to an intelligent and efficient tool for information management in general. As Web 2.0
tools and principles have reshaped e-Learning systems, so will happen with Web 3.0 tools. Therefore,
researchers have already been exploring the possibilities that this reality can bring about, particularly under
the influence of powerful Web 3.0 concepts such as distributed computing, extended smart mobile
technology, collaborative intelligent filtering and 3D Visualization/Interaction. It has been argued that e-
Learning 3.0 will transpose the borders and limitations of traditional, institutional educational systems in a
much more complete and revolutionary way, fundamentally because learning will become a personalized
activity that individuals can manage by themselves. The key tool in achieving this will be collaborative
98
filtering, because it will facilitate not only reaching the required information, but also the development of
massive multi-user platforms and features, leading to an explosion in collaborative learning. [31].
[21] point out the key advantages of the Semantic Web in e-Learning contexts:
 Delivery – through the established ontologies, learning materials throughout the Web are easily
linked and reached through semantic queries
 Responsiveness – the use of intelligent agents to organize and filter information leads to faster and
more accurate results for user’s requests
 Accessibility – semantic queries lead to easier access to the needed content
 Personalization – ontologies will allow for users to customize their searches and queries for material
specifically suited for their needs
 Adaptivity – semantic annotation of content means that it can be easily adjusted
 Symmetry – the possibility of creating an integrated platform for all different learning activities
 Modality – active and quick delivery of content generates a more dynamic learning environment
 Authority – content management becomes cooperative as the Web becomes more decentralized
It has also been suggested that artificial intelligence and data mining will become powerful tools for e-
Learning systems, who should develop the ability to filter and classify large amounts of data, providing
students with a much more intuitive and easily accessible learning process [6]. Mobility and interactivity in
e-Learning 3.0 will also be supported by the use of 3D Environments, where users will be able to interact
with virtual spaces and be immersed in a participative, stimulating and engaging educational space [32].
According to [33], the concepts and approaches underlined by Web 3.0 in educational contexts are
defined by the tools that Web 3.0 provide. In that sense, the authors analyzed the impact that particular tools
will have in the future of education: 3D Wikis/Virtual Encyclopedias, 3D Virtual Worlds/Avatars, Intelligent
Search Engines and Online 3D Virtual Labs.
 Wikis already play a significant role in education, generating a free repository of collective
knowledge. With the introduction of 3D technology, wikis could provide users with more immersive
content descriptions and visualizations that offer greater interactivity, rather than displaying the
information entirely in text form. A particular topic in the wiki could be accessed through audio/video
and a 3D representation of the subject.
 The ability for students to interact in a virtual world, similar to Second Life, by means of avatars,
would allow them to participate in new strategies, such as role-playing, simulations and educational
games. On the other hand, teachers could place their classes in a virtual environment that would be
relevant to the subject of each class, such as a simulation of a museum, geographical structure or
historical setting, generating much more interest and curiosity in the students.
 While current search engines can’t effectively determine if a search result is specifically relevant to
the user’s query, the creation of intelligent search systems could cause students to do research far
more effectively and time-efficient. Through agents, semantic structures and ontologies, the Web
would easily provide students will all the relevant material for their purposes, without tedious search
processes.
 Much like virtual environments, virtual 3D labs would allow to students to perform simulations and
experiments in a safe environment, while at the same time participating collectively in a project and
sharing concepts, theories and activities.
[34] also observed the impact of cloud computing technologies in e-Learning, suggesting for instance
that cloud computing will allow for better security options for teachers; less costs of damaged computers;
easier monitoring of data access; and general lower costs and more efficient time spending.
Such tools are examples of the potentials of Web 3.0 when applied to e-Learning. However, this process
is yet in its very early conceptual stages, and some researchers have observed that e-Learning systems are
only just now adjusting to the new ideas and tools of Web 2.0, while still meeting some resistance [35]. Thus,
it will possibly take some time for Web 3.0 standards to truly change the landscape of e-Learning.

4. Relationship between Web and e-Learning Evolutions

99
 E-Learning is fundamentally a form of education that uses technology, and specifically digital
technology, as its support. As such, it is permeated by new technologies and largely dependent on them. As
we have seen, from very early on there was a vision for e-Learning systems that aimed at making virtual
classrooms more interactive and dynamic, but these concepts were limited by the available Web tools and
services. As such, e-Learning was the transposition of traditional teaching methods to digital and Web
support, for more convenient access.
As e-Learning moved from offline, computer-based systems into the domains of the internet, it became
susceptible to the influence of new Web technologies, and both teachers as well as e-Learning systems
developers became more aware of which tools, concepts and methods could be borrowed from the Web as a
whole to the specific realm of education. These new technologies enabled them to apply new learning and
cognitive theories to e-Learning [6]. Therefore, the evolution of the Web progressed side-by-side with an
evolution of the very concept of learning and teaching, reflecting in new forms of e-Learning.
Table 3. Relationship between Web and e-Learning versions (based on [6], [31], [32], [36]).

Web E-Learning

Version Concept Tools Concept Tools

1.0 Read-Only HTML Content Management CBT

Document-Based HTTP Unilateral LMS
URL eBooks
VLEs
2.0 Read-Write Dynamic Tools Content Sharing LCMS
Social Web ASP Multimedia Video Conferencing
AJAX Dynamic VLEs
Podcasts “Blind teaching” Mashups
RSS Feeds
Wikis
Blogs
3.0 Read-Write-Collaborate RDF Ubiquitous PLEs
Semantic Web XML Collaborative Social Semantic Web
OWL Semantic Virtual Worlds
3D Avatars
Intelligent Agents

As we have seen, Web 1.0 has been described as “read-only”, while Web 2.0 has been described as
“read-write” and Web 3.0 “read-write-collaborate”. As a parallel, it can be asserted that e-Learning 1.0 is
focused on making content available online; e-Learning 2.0 adds the ability for students to also create
content and share it among themselves, and e-Learning 3.0 will introduce proper collaborative methods and
spaces. Table 3 provides a panoramic outline of the different concepts and tools that shaped the evolution of
both the Web and e-Learning systems.
By harnessing the potentialities of Web 3.0 tools, e-Learning will be centered on intelligent,
collaborative environments and virtual learning spaces, where students can come together at any convenient
time, in any place (through increased use of mobile devices) and within any learning context. Through
ontologies and semantic abilities, the vast amounts of data and information that currently exist throughout
the Web will no longer be merely displayed as per user’s request, but effectively organized and filtered so
that what the user receives is exactly what he/she needs. For e-Learning, this means that learning processes
will be increasingly personalized; both collaborative learning and semantic filtering will influence a
reduction on the “white noise” of the information overload, allowing for a greater specificity in search
queries and thus, access to content that specifically serves the intended purpose.
Nevertheless, some researchers suggest that the different generations of e-Learning will still coexist for
some time, with each generation serving specific purposes [25]. E-Learning 1.0 solutions are ideal for
content creation targeted at a uniform audience with easily identifiable needs, while e-Learning 2.0 solutions
are appropriate for situations where diffuse needs and potentially large audiences call for a more dynamic
process of content creation and management. On the other hand,

5. Conclusion
100
 Since the internet became a staple of modern working and entertainment lifestyles, it has changed every
so often to accommodate the cycle of changes that technology itself undergoes. From the early days of the
Web, when websites consisted of text documents written in HTML, and search engines merely pointed the
way to a certain topic, we have seen radical changes not only in how we use the internet, but how it can be
used. In fact, the evolution of the Web has created new types of users, and their increasing concern with
issues such as information quality or participation directly influences the on-going process of change in the
World Wide Web.
E-Learning has accompanied these changes. From early on, the concept of e-Learning has always been to
challenge traditional teaching methods by creating a more stimulating learning environment that students can
actually feel motivated to join in. But resistance from traditional views and the available technologies at a
given time condition this process. During the Web 1.0 stage, when the Web was “read-only” and document-
based, e-Learning systems essentially made content available for students to consult it outside of the
classroom as an additional tool, and were centered on the so-called Learning Management Systems (LMS) to
administer that content. But as the Web became less about reading content and more about social interaction,
a profusion of new tools came about, all sharing the same concept: allowing users to participate in the
process of content creation. Blogs, wikis, podcasts, social networks and other media have been changing the
way we experience e-Learning systems for the past decade, introducing not only interactivity and active
participation, but essentially turning into student-centric systems, shifting the focus away from what is being
taught and focusing instead on how this is being taught. This process became known as e-Learning 2.0.
If e-Learning has accompanied the evolution of the Web, it is logical to assume that it will continue to do
so. The growing concept of Web 3.0 promises even more ambitious opportunities for the panorama of e-
Learning. With its focus on intelligent agents, semantic organization of content, 3D visualization and a Web
that’s supported by databases rather than documents, online education will have the tools to become a smart,
immersive space, where students are able to closely interact with what they are learning, instead of passively
receiving descriptions of explicit information to memorize. Although the use of these tools and principles has
not yet become widespread, growing research in the field of e-Learning 3.0 shows that it might, eventually,
become inevitable.

6. References
[1] Guha, R. (2009). Toward the Intelligent Web Systems. Paper presented at the Computational Intelligence,
Communication Systems and Networks, 2009. CICSYN '09. First International Conference on.
[2] Kelly, J. M. (2012). Digital Humanities from Web 1.0 to 3.0. Available at:
http://www.jasonmkelly.com/2012/08/15/digital-humanities-from-web-1-0-to-3-0/
[3] Fuchs, C., Hofkirchner, W., Schafranek, M., Raffl, C., Sandoval, M. & Bichler R. (2010). Theoretical Foundations
of the Web: Cognition, Communication, and Co-Operation. Towards an Understanding of Web 1.0, 2.0, 3.0.
Future Internet, 2, pp. 41-59.
[4] Silva, J., Rahman, A. & Saddik, A. (2008). Web 3.0: a vision for bridging the gap between real and virtual. Paper
presented at the Proceedings of the 1st ACM international workshop on Communicability design and evaluation in
cultural and ecological multimedia system, Vancouver, British Columbia, Canada.
[5] Anderson, P. (2007). What is Web 2.0? Ideas, Technologies and Implications for Education. JISC Technology and
Standards Watch.
[6] Rubens, N., Kaplan, D. & Okamoto, T. (2011). e-Learning 3.0: anyone, anywhere, anytime, and AI. Paper
presented at the International Workshop on Social and Personal Computing for Web-Supported Learning
Communities (SPeL 2011).
[7] Berners-Lee, T. (1999). Weaving the Web: The Original Design and Ultimate Destiny of the World Wide Web.
Harper Paperbacks.
[8] O'Reilly, T. (2005). What Is Web 2.0. Design Patterns and Business Models for the Next Generation of software
(pp. 1-16), O'Reilly Media, Inc.
[9] Dwivedi, Y., Williams, M., Mitra, A., Niranjan, S. & Weerakkody, V. (2011). Understanding Advances in Web

101
 Technologies: Evolution from Web 2.0 to Web 3.0.
[10] George, A. (2006). Things You Wouldn't Tell Your Mother. New Scientist, 191 (2569), pp. 50-51.
[11] Brown, B., Chui, M. & Manyika, J. (2011). Are you Ready for the Era of 'Big Data'? McKinsey Quarterly, 4, pp.
24-35.
[12] Isaias, P., & Ifenthaler, D. (2011). Challenging the assessment in Web 3.0. Paper presented at the Proceedings of
the Annual Association for Educational Communications and Technology (AECT) Convention, Jacksonville.
[13] Naik, U., & Shivalingaiah, D. (2008). Comparative Study of Web 1.0, Web 2.0 and Web 3.0. Paper presented at
the 6th International CALIBER (Convention on Automation of Libraries in Education and Research Institutions).
Available at: http://ir.inflibnet.ac.in/dxml/bitstream/handle/1944/1285/54.pdf?sequence=1
[14] Lassila, O. & Hendler, J. (2007). Embracing "Web 3.0". IEEE Internet Computing, 11 (3), pp. 90-93.
[15] Nevile, L. & Kelly, B. (2008). Web Accessibility 3.0: Learning From The Past, Planning For The Future. Paper
presented at the Accessible Design in the Digital World - ADDW08 Conference, York. Available at:
http://www.ukoln.ac.uk/web-focus/papers/addw08/paper-2/
[16] McIlraith, S. A., Son, T. C. & Zeng, H. (2001). Semantic Web Services. IEEE Intelligent Systems, 16 (2), pp. 46-
53.
[17] Gruber, T. R. (1993). A Translation Approach to Portable Ontology Specifications. Knowledge Acquisition, 5 (2),
pp. 199-220.
[18] Maedche, A. & Staab, S. (2001). Ontology Learning for the Semantic Web. IEEE Intelligent Systems, 16.2, pp.
72-79.
[19] Cho, A. (2008). What is Web 3.0? Retrieved from http://suite101.com/article/what-is-web-30-a61407
[20] Romiszowski, A. (2004). How’s the E-learning Baby? Factors Leading to Success or Failure of an Educational
Technology Innovation. Educational Technology, 44(1).
[21] Sheeba, T., Begum, S. & Bernard, M. (2012). Semantic Web to E-Learning Content. International Journal of
Advanced Research in Computer Science and Software Engineering, 2 (10), pp. 58-66.
[22] Ebner, M. (2007). E-Learning 2.0 = e-Learning 1.0 + Web 2.0 ? In: Second International Conference on
Availability, Reliability and Security, ARES 2007, pp. 1235-1239.
[23] Bessenyei, I. (2008). Learning and Teaching in the Information Society. E-Learning 2.0 and Connectivism.
Revista de Informatica Sociala, No. 9., pp. 5-14.
[24] Giannakos, M. & Lapatas, V. (2010). Towards Web 3.0 Concept for Collaborative E-Learning. Proceedings of the
Multi-Conference on Innovative Developments in ICT, pp. 147-151.
[25] Karrer, T. (2007). Understanding e-Learning 2.0. Learning Circuits, 7, 2007.
[26] Downes, S. (2005). E-learning 2.0. eLearn, 2005(10), 1. doi: 10.1145/1104966.1104968
[27] Evans, C. (2008). The Effectiveness of m-Learning in the Form of Podcast Revision Lectures in Higher Education.
Computers & Education, 50, pp. 491-498.
[28] Goroshko, O. I. & Samoilenko, S. A. (2011). Twitter as a Conversation Through e-Learning Context. Revista de
Informatica Sociala, anul VIII, no. 15. Available at: http://www.ris.uvt.ro/wp-
content/uploads/2011/09/ogoroshko.pdf
[29] Safran, C., Helic, D. & Gütl, C. (2007). E-Learning Practices and Web 2.0. Proceedings of the International
Conference of Interactive Computer Aided Learning (ICL2007): E-Portfolio and Quality in e-Learning.
[30] Wang, H.C. & Chiu, Y. F. (2011). Assessing e-Learning 2.0 System Success. Computers & Education, 57, pp.
1790-1800.
[31] Wheeler, S. (2009). e-Learning 3.0 - Learning with e’s. Available at: http://steve-
wheeler.blogspot.pt/2009/04/learning-30.html#!/2009/04/learning-30.html
[32] Rego, H., Moreira, T., Morales, E. & Garcia, F. (2010). Metadata and Knowledge Management driven Web-based
Learning Information System towards Web/e-Learning 3.0. International Journal of Emerging Technologies in
Learning 5(2).

102
[33] Rajiv & Lal, M. (2011). Web 3.0 in Education & Research. BVICAM’s International Journal of Information
Technology, 3.
[34] Pocatilu, P., Alecu, F. & Vetrici, M. (2009). Using Cloud Computing for e-Learning Systems. Proceedings of the
8th WSEAS International Conference on Data Networks, Communications, Computers (DNCOCO’09), pp. 54-59.
[35] Oakes, K. (2011). Web 3.0: Transforming Learning. Training Industry Quarterly, Summer 2011, pp. 38-39.
[36] Han, X., & Niu, L. (2010, 30-31 May 2010). Subject information integration of higher education institutions in the
context of Web3.0. Paper presented at the Industrial Mechatronics and Automation (ICIMA), 2010 2nd
International Conference on.

103