Perceptions of Technology Use and Course Effectiveness in the Age of Web 2.0 : A Large-Scale Survey of Québec University Students and Instructors (original) (raw)
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McGill Journal of Education, 2016
We are witnessing the integration of increasingly sophisticated information and communication technologies (ICTs) in higher education settings. Understanding learners’ and instructors’ perceptions of their proficiency and use of ICTs is critical to the success of their integration in universities. Using a theoretical framework grounded in technology integration and educational psychology, survey data were collected from students and instructors spanning 12 Quebec universities. Results show that, for instructors, the efficacy of ICT use, and constructivist, interactive forms of teaching most strongly predict a positive perception of the classroom learning experience. Meanwhile, for students, stimulating lectures are the chief predictors of their learning appreciation. Directions for future research are discussed in light of the results of this study.
2014 47th Hawaii International Conference on System Sciences, 2014
Understanding learners' perceptions regarding the effectiveness of information and communication technology (ICT) use, including those in the broad category of social media, is both important and critical to the success or failure of integration of ICT in higher education settings. Using theories of educational psychology and technology integration, a 50-item survey was constructed and data were collected from 14,283 students from 12 Québec universities in Canada, using a probabilistic sampling strategy. Exploratory factor analyses followed by multiple regressions show that engaging lectures, effective use of ICT tools for individual study and group-work, as well as active and selfregulated study strategies have a positive and significant impact on students' perceptions of course effectiveness. Results are discussed in light of research on social media tools, instructional effectiveness and gender difference in technology use.
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...
Integrating ICT into Higher Education
International Journal of Web-Based Learning and Teaching Technologies, 2008
For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. This study aims to investigate the perceptions of onsite and online students and professors. It was conducted into ICT-supported or technology-rich environments at a Faculty of Administration of a large Canadian university. To conduct the study, a moderator-type theoretical research model was developed, out of which nine hypotheses were formulated. We used a multimethod approach to collect data, that is, a Web survey involving open- and closed-ended questions, as well as a structured interview. The sample was composed of 313 students who completed an electronic survey on a Web site and 16 professors teaching to these students who participated in a structured interview. The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a them...
Enhancing the use of Web 2.0 Technologies in Higher Education: Students’ and Lectures’ Views
2016
Learning quality enhancement with Web 2.0 tools needs good implementation framework and lessons from best practice. However, there is not much research on what constitutes best practice in the implementation of Web 2.0 in learning activities. This research seeks to fill this gap by seeking the views of students and lecturers on increased adoption of Web 2.0 social tools in learning activities. The research reports on the quantitative and qualitative study carried out in UK. This research reveals that improved learning experience with the use of Web 2.0 tools in higher education is positively related to perceived usefulness, perceived ease of use, prior knowledge, motivation to use, social factors, facilitating condition and performance expectancy. Keywords: Technology adoption, social technology tools, teaching and learning INTRODUCTION Research shows that the impact of using technology in learning is hard to distinguish from the effect of other support that may accompany its use, e...
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This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and...
Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey development
… at the European Conference on E- …, 2009
Recent research has highlighted how teaching and learning can benefit from the inclusion of Web 2.0applications like blogs, wikis, and social bookmarking in higher education. However, there is insufficient empirical evidence to support the discipline-specific usefulness of certain new technologies over others. This paper reports on the development of a pilot survey that assesses undergraduates’ use and their perceptions of the usefulness of Web 2.0 technologies in higher education. Focus groups were conducted with undergraduates (n=21) from different disciplines (Arts, Communication, Education, Mathematics, Engineering, and Sciences) to get digital native input for the proposed survey. The term ‘Web 2.0’ was deemed by participants as problematic and not commonly understood by undergraduates. They suggested the use of the term ‘new technologies’ and specific names of applications, e.g. Facebook instead of ‘social networking’. Likewise, participants discussed several interpretations of ‘Web 2.0 use’ in higher education, resulting in more clarity in survey questions and options. The importance of subject-matter or learning goals when teaching with Web 2.0 became clear as participants highlighted the usefulness of certain Web 2.0 applications over others for their respective disciplines. Online discussions or blogs, audio or video podcasts of classroom lectures, and collaborative document sharing (Google Documents) were found to be the most useful technologies across disciplines. Students’ prior use of new technologies in on-campus courses greatly influenced their perceptions of their usefulness in higher education. Participants in the focus groups as well as the resulting pilot survey (n=26 ) did not perceive social networking tools to be useful to teaching or learning. Despite the small sample size, both the focus groups and the survey pilot described here provide insight into the digital native perspective for instructors seeking to integrate Web 2.0tools into their teaching.
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 (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education