Integration and acceptance of Web 2.0 technologies in higher education (original) (raw)
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Web 2.0 has generally been acknowledged in literature as a potential effective means of engaging students in their learning. At the same time, it is noted that there are issues of effective utilisation of these tools. These issues include how to integrate them with existing systems and the full acceptance of this new technology. This paper addresses the latter issue by developing a model with the variables: motivation to use , perceived usefulness, social factors, perceived ease of use, performance expectancy, facilitating condition, prior knowledge. These variables which are used to examine behaviour intension to use Web 2.0 technologies for learning were developed by combining constructs from three technology acceptance models: Technology acceptance model (TAM), unified theory of the use and acceptance of technology (UTAUT) and theory of reasoned action (TRA). These constructs were operationalised to develop a questionnaire distributed online to students and lecturers in a university in Scotland. Data from 270 respondents (78 lecturers and 192 students) show that these variables influence the acceptance of Web 2.0 in learning with 0.01 and 0.05 significance level. The correlation values were high enough to indicate that the model should be a useful tool for investigating Web 2.0 acceptance in higher education.
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This paper reports findings from a survey on students' attitude towards the use of Web 2.0 tools in a Romanian university. The purpose of the study is threefold: i) establish students' initial level of familiarity with various Web 2.0 tools, as well as their usage habits (time spent, frequency of accesses, purpose of use); ii) capture students' feedback after a practical learning experience involving the use of social software (in terms of ease-of-use, perceived usefulness, advantages and disadvantages); iii) analyze students' general opinion regarding the prospective large-scale introduction of Web 2.0 technologies in education. To this end, students participated in a team project assignment which required the use of blogs and wikis and were asked to fill in two opinion questionnaires. The paper provides a detailed report of the results, together with a discussion of findings and lessons learned.
A Model of Acceptance of Web 2.0 in learning in higher education: a case study of two cultures
Though a few empirical studies on acceptance of Web 2.0 as a social networking tool in teaching and learning exist, apparently none of such studies is on students and faculties views from different cultures which is the focus of this study. This paper reports on a pilot study that begins to fill this gap by investigating the perceptions, attitude and acceptance of Web 2.0 in teaching and learning from two countries (developed and developing). A conceptual model of 9 variables and associated hypotheses was designed based on literature review and initial primary study. A questionnaire was developed from the model operationalization and used to collect data from 317 students from 5 universities in Nigeria and 273 students and lecturers from one university in Scotland. The findings that came from data analysis indicate that all the variables are validated from the data collected in Scotland but motivation via learning management systems which are not presently used in these universities in Nigeria affect intention to use Web 2.0 in e-learning in Nigeria. Some of the validated variables are perceived usefulness and prior knowledge.
The pace of technological advance has led to significant change within higher education. Technology can be an enabler to develop sought after 21st century skills but this requires that educators redesign teaching and learning activities. The aim of this case study was to uncover the factors impacting the integration of learning technologies in the classroom. It sought to measure the degree of technology adoption following usage of an online learning resource incorporating Web 2.0 tools. A single cohort of eleven lecturers in Ireland used an online learning resource for a period of 6 weeks. The Technology Toolkit was developed on social constructivist principles using Captivate software. Participants completed surveys before and after they used the Toolkit and three of them were also interviewed. A general confidence in technical abilities was reported on completion of the research despite time being a significant barrier to utilising technology. Participants declared a preference fo...
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The use of Web 2.0 technologies in educational contexts is being emphasized in recent times with significant increase in its awareness in educational institutions. These tools are popularly used for social (non-academic) purposes (as also confirmed by this research). However, there is low use of these tools and little research on behavioural intention of students and academics. Hence, this study used technology acceptance models to develop a research model that includes perceived ease of use and motivation as constructs. These constructs were operationalised into a questionnaire that was responded to by 279 participants in Scotland and 317 in Nigeria. The constructs correlated with behavioural intention, which in turn correlated with actual use of social media for educational purposes. The validation of the model suggests that the constructs (which include prior knowledge) of the model should be taken into consideration when implementing social media in educational institutions.
A model of Acceptance of Web 2.0 in learning in Higher Education: Case study of Two Cultures
Though a few empirical studies on acceptance of Web 2.0 as a social networking tool in teaching and learning exist, apparently none of such studies is on students and faculties views from different cultures which is the focus of this study. This paper reports on a pilot study that begins to fill this gap by investigating the perceptions, attitude and acceptance of Web 2.0 in teaching and learning from two countries (developed and developing). A conceptual model of 9 variables and associated hypotheses was designed based on literature review and initial primary study. A questionnaire was developed from the model operationalization and used to collect data from 317 students from 5 universities in Nigeria and 273 students and lecturers from one university in Scotland. The findings that came from data analysis indicate that all the variables are validated from the data collected in Scotland but motivation via learning management systems which are not presently used in these universities in Nigeria affect intention to use Web 2.0 in elearning in Nigeria.
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This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students' existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students' performance and what are the significant factors that should be taken into account in the deployment of these technologies to achieve the maximum possible benefits and whether and how they correlate to each other. These factors are derived from the students' views on the use of technology in a university course deployment and from the students' personal opinions about a pilot course in a Web 2.0 learning environment. Although the results indicate no direct effect on the students' performance, significant factors have been revealed via a thorough assessment, which has been performed in the context of a semester-long course, utilizing statistical process control techniques. The derived factors are namely: BTechnology as an educational reinforcement^, BTechnology as a tool to enhance
The use of Web 2.0 technology tools or social media in educational context is being emphasized in recent times in different parts of the world and this has brought about a significant increase in the number of educational institutions who are aware of their usefulness when either implementing them as a separate system or incorporating them into their learning management systems. However, there is little research on the acceptance and how much these tools are currently being used for learning hence the need for more empirical studies to investigate factors that would influence acceptance and increase the use of these technologies. The study developed hypotheses and a research model which was operationalized into a questionnaire administered to academics and students in Scotland and Nigeria. 317 responses were received from Nigeria and 279 from Scotland. Analysed data was used to validate the research model that is aimed at explaining acceptance and present level of use of Web 2.0 technology tools in learning environments.
Acceptance of Web 2.0 in learning in higher education: An empirical study of a Scottish University
2013
s-Technology acceptance has been studied in different perspectives. Though a few empirical studies on acceptance of Web 2.0 as a social networking tool in teaching and learning exist, none of such studies exist in Nigeria which is the focus of this study. This paper reports on a pilot study that begins to fill this gap by investigating the perceptions, attitude and acceptance of Web 2.0 in e-learning of this country. Based on literature review and initial primary study, a conceptual model of 9 variables and associated hypotheses was designed. The model was operationalised into a questionnaire that was used to collect data from 317 students from 5 universities. The findings that came from data analysis indicate that all the variables except motivation via learning management systems which are not presently used in these universities affect intention to use Web 2.0 in e-learning in Nigeria. Some of the validated variables are perceived usefulness and prior knowledge. The major conclusions and recommendations include the utilisation of Web 2.0 facilities to stimulate participation in learning. This work will contribute to the body of knowledge on acceptance of Web 2.0 social networking tools in teaching and learning. It will aid management decisions toward investing better on technology so as to improve the educational sector. This research will also be beneficial in the social development of individuals, local communities, national and international communities.
2014
This paper presents a study to address the use of Web 2.0 tools in education. The study focuses on secondary education and is limited to the region of Madrid (Spain). The main objectives of the study are to determine the involvement of both teachers and students in the use of Web 2.0 tools. Moreover, we will also examine the different parameters associated with the acceptance and application of Web 2.0 resources. Finally, we will describe the different patterns of interaction of both students and teachers with respect to these digital platforms. As a result, we will be in position of assessing the convenience and acceptance of artifacts based on the Web 2.0 paradigms to be used as effective resources to improve the students' learning experience.