ABSTRACT
Social networking sites and users’ and creators’ collaborative efforts are the key components of Web 2.0, as well as innovations such as Big Data, virtual reality, linked data, cloud technology, 3D visualization, augmented reality, and much more. Web 3.0 is also known as the smart web or semantic web. These innovations turn passive learners into active learners during the learning process. This article identifies the traits of the various web generations and how they affect the various e-learning generations, as well as the various problems with Web 3.0. Finally, a study of users’ preferences is conducted and documented in this chapter. The objective of this chapter is to develop a framework for the adoption of social applications in higher education institutions in order to support process improvement enablement and the growth of personal and social existence among many students. A made by Moges’s mixing research approach would be appropriate to develop the comprehensive framework required in higher academic institutions (HEIs). Ever since research has been done, based on a system-wide comprehensive model, Web 3.0 methodologies and applications would have been acknowledged. It has been demonstrated that this approach enhances classroom instruction, student learning, and participation, and, finally, provides more educational opportunities but also clear connections to curricula.
