Recently, there has been an increased research interests in Web 2.0 technologies for the education of built environment students to enhance their educational portfolio. Web 2.0 allows learners to interact and collaborate with each other in a social media dialogue in a virtual community, in contrast to Web 1.0 where learners are constrained to the passive viewing of controlled learning contents. As a new paradigm of online collaborative learning, eLearning 2.0 emerged about during the emergence of Web 2.0. eLearning 2.0 emphasizes on social learning and use of social software such as social networking sites, blogs, wikis, bookmarking, podcasts, video sharing sites, hosted services, web applications, mashups and folksonomies, and virtual worlds such as Second Life. The main philosophy behind eLearning 2.0 is that knowledge is socially constructed, where learning and teaching occurs via the conversations and discussion around the learning contents and via the grounded interactions about the learning problems and actions.

This special issue will be dedicated to the question of how Web 2.0 technologies and tools should be integrated into eLearning 2.0 for built environment educational and institutional practices. This question is driven by the assumption that eLearning 2.0 fosters the idea of placing learners in the center of a more social learning process. This requires not only a technological shift (e.g., from Web 1.0 to Web 2.0), but also a conceptual change in which all stakeholders involved in the built environment education conceive learning as a social activity involving interactions with other learners. Original research papers are invited from the authors on the topics focused on the innovative use of Web 2.0 technologies in built environments education in the era of eLearning 2.0.