Integration and acceptance of Web 2.0 technologies in higher education (original) (raw)
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.
Acceptance Of web 2.0 tools in higher education
2010
Internet technologies such as web 2.0 while not designed especially for pedagogical aims. This new wave of internet technologies, sometimes mentioned as the "read/write web", prepare online people with interactive services. Web 2.0 applications have many affordances that can make them practical in pedagogical settings. This article has two goals. First is to explain the benefits of the web 2.0 technologies, for example blogs, wikis, social networks, social bookmarking especially for teaching and learning purposes in higher education. The second goal of this article is to illustrate models and theories of behavior about acceptance and adoption of an innovation of web 2.0 as internet technologies. Therefore, the recognition of potential web 2.0 tools and user's attitude and behavior to accept these technologies, it is essential to consider of both potentialweb 2.0 tools and models and theories acceptance are underlined.
2010 Workshops on Database and Expert Systems …, 2010
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...
Web 2.0 Use in Higher Education
European Journal of Open, Distance and E-Learning, 2014
This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (...
Experience of integrating web 2.0 technologies
Educational Technology Research and Development, 2012
Web users in the 21st century are no longer only passive consumers. On a contrary, they are active contributors willing to obtain, share and evolve information. In this paper we report our experience regarding the implementation of Web 2.0 concept in several Computer Ethics related courses jointly conducted at two Universities. These courses have been delivered to undergraduate and graduate students. The paper addresses main deficiencies of traditional E-learning noticed in earlier years and offers an alternative approach based on social media and collaborative creation of joint contents. Each Web 2.0 feature directly implemented in our courses is presented in details. Particular attention is paid to workload, student feedback and to observed benefits and disadvantages.
Strategies for implementation of Web 2.0 tools in academic education
17th European University Information Systems (EUNIS) International Congress
In this paper the rationale for the use of Web 2.0 tools in university instruction is provided and the aspects of EduWeb2.0 project are presented that are related to innovation, pedagogy, technology, and benefits for academic teaching staff, as well as for teachers in primary and secondary education. In addition, some of the results and experiences gained through the EduWeb2.0 project are outlined in the context of the following strategies for implementation of Web 2.0 tools: adoption, usability, maintenance, pedagogy, social interaction, privacy, and security. Conclusions are drawn regarding the future of the use of Web 2.0 tools in the context of academic instruction and new activities of the EduWeb2.0 project are announced.
Comparison of Web 2.0 Technology Acceptance Level
In order to inform educators in higher education on the integration of Web 2.0 applications for engaging and effective learning experiences, this survey study compared the use and acceptance of Web 2.0 applications between American and Korean college students through the lens of cultural differences. Undergraduate students were recruited to participate in this study in the U. S. and the South of Korea, producing 183 usable responses. Targeting six Web 2.0 applications (blogs, instant messenger, online social communities/Facebook, online video sharing/YouTube, online video & audio conference/Skype, and social virtual communities/Second Life) the survey investigated five categories of technology acceptance based on the Unified Theory of Acceptance and Use of Technology. Significant differences on utilization level and the anxiety level for using them were found in numerous Web 2.0 applications. Korean students responded that most Web 2.0 applications are apprehensive for them to use when compared to their counterparts in the U.S.. The study further discussed the observed differences based on cultural theories and their implications on Web 2.0 learning technology integration.
Evaluating Web 2.0 technologies in higher education using students' perceptions and performance
Journal of Computer Assisted Learning, 2014
In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand-alone entities as well in terms of their cross-operability and integration (confluence) to synergistic contributions towards the enhancement of student learning. Significant correlations and interdependencies on the students' behaviour over the used platform and their performance in various time points within the course time line have been revealed.