LECTURERS’ USE OF WEB 2.0 IN THE FACULTY OF INFORMATION SCIENCE AND COMMUNICATIONS AT MZUZU UNIVERSITY, MALAWI

Mousaion ◽  
2016 ◽  
Vol 33 (4) ◽  
pp. 62-85 ◽  
Author(s):  
Winner Dominic Chawinga ◽  
Sandy Zinn
Keyword(s):  
Web 2.0 ◽  
Theory Of Planned Behaviour ◽  
Information Science ◽  
Internet Access ◽  
The Internet ◽  
Web 2.0 Technologies ◽  
Planned Behaviour ◽  
Academic Activities ◽  
Lecture Notes

The study reported on in this article investigated the use of Web 2.0 technologies by lecturers in the Faculty of Information Science and Communications at Mzuzu University (MZUNI), Mzuzu, Malawi. By distributing a questionnaire to 19 lecturers, conducting follow-up interviews with seven lecturers and analysing the curricula, the study showed that between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, blogs, Google Apps and Twitter to accomplish various academic activities, such as handing out assignments to students; receiving feedback from students; uploading lecture notes; searching for content; storing lecture notes; and carrying out collaborative educational activities. The study adopted the Decomposed Theory of Planned Behaviour (Taylor and Todd 1995) and the theory’s elements that strongly affected lecturers’ use of the technologies according to the results included attitude and perceived behaviour control. The study also found that poor Internet access remains the key stumbling block towards a successful adoption of Web 2.0 technologies by lecturers at MZUNI. To this end, the study recommends that the newly established Department of ICT Directorate with support from MZUNI management should install campuswide Wi-Fi and improve Internet bandwidth so that lecturers’ access to the Internet is not limited to their offices but rather is available in the teaching rooms across the campus.

Examining the Theoretical Factors that Influence University Students to Adopt Web 2.0 Technologies

2015 ◽  
Vol 11 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Yasser D. Al-Otaibi ◽  
Luke Houghton
Keyword(s):  
University Students ◽  
Web 2.0 ◽  
Theory Of Planned Behaviour ◽  
Subjective Norms ◽  
Behavioural Control ◽  
Intention To Use ◽  
Web 2.0 Technologies ◽  
Planned Behaviour ◽  
Perceived Behavioural Control ◽  
Theoretical Foundations

The purpose of this study is (1) to examine Australian university students' awareness of the benefits of Web 2.0 technologies and (2) to investigate the factors that influence students to adopt Web 2.0 technologies to supplement in-class learning, using the theoretical foundations of both Theory of Planned Behaviour (TPB) and Decomposed Theory of Planned Behaviour (DTPB). Findings indicated that most students in this study's sample were aware of the benefits of Web 2.0 technologies to supplement in-class instructions. The findings also indicated that students' attitude, subjective norms, and perceived behavioural control were strong determinants of their intention to use Web 2.0 technologies.

Factors Affecting the Adoption of Web 2.0 Technologies by University Students

2016 ◽  
pp. 27-50
Author(s):  
Yasser D. Al-Otaibi ◽  
Luke Houghton
Keyword(s):  
University Students ◽  
Web 2.0 ◽  
Theory Of Planned Behaviour ◽  
Subjective Norms ◽  
Intention To Use ◽  
Web Survey ◽  
Web 2.0 Technologies ◽  
Planned Behaviour ◽  
Factors Affecting ◽  
Theoretical Foundations

The purpose of this chapter is: (1) to examine Australian university students' awareness of the benefits of Web 2.0 technologies, and (2) to investigate the factors that influence students to adopt Web 2.0 technologies to supplement in-class learning, using the theoretical foundations of both Theory of Planned Behaviour (TPB) and Decomposed Theory of Planned Behaviour (DTPB). Web survey data of 60 students studying in 14 universities and 1 undergraduate college across Australia were used to examine the aforementioned purposes. Findings indicate that most students in this study's sample were aware of the benefits of Web 2.0 technologies to supplement in-class instructions. The findings also indicate that students' attitude, subjective norms and perceived behavioural control were strong determinants of their intention to use Web 2.0 technologies.

scholarly journals Why do people end up buying fake medicines online? A thematic analysis of newspaper articles

2021 ◽  
Vol 29 (Supplement_1) ◽  
pp. i1-i1
Author(s):  
P Donyai ◽  
N Patel ◽  
H Almomani
Keyword(s):  
Thematic Analysis ◽  
Theory Of Planned Behaviour ◽  
Phase 1 ◽  
Control Beliefs ◽  
The Internet ◽  
Normative Beliefs ◽  
Planned Behaviour ◽  
Advantages And Disadvantages ◽  
Indirect Measures ◽  
Newspaper Articles

Abstract Introduction The internet provides a platform for both legal and illegal online suppliers of medicines, which are sometimes difficult to distinguish between. Therefore, consumers accessing the internet are at risk of purchasing fake medicines from illegal suppliers. This is particularly problematic when people buy Prescription-Only Medicines (POMs) from the internet, despite an abundance of governmental campaigns 1. This under-researched issue has nonetheless been highlighted in news articles in the past few years which are a potential source of information, albeit informally, about how and why people end up buying fake medicines via the internet. This study is phase-1 of a larger study that aims to develop a questionnaire using the Theory of Planned Behaviour (TPB)2 to examine risky online purchasing of medicines to help focus future campaigns. Aim The aim is to identify the factors that lead people to inadvertently buy fake POMs online by examining newspaper articles covering this topic and categorising the findings according to the TPB’s indirect measures; namely, behavioural beliefs, normative beliefs, and control beliefs. Methods Newspaper articles were collected from the electronic database “ProQuest” using a series of search words for retrieving newspaper articles covering the purchasing of fake medicines online throughout the world. The search was limited to articles published from April-2019 to March-2020 to retrieve relevant articles in this fast-developing field. Articles that did not focus on POMs or only covered the supply side (e.g. efforts to combat illegal suppliers) were excluded. After evaluating each article using the inclusion/exclusion criteria, 52 articles remained. Thematic analysis was employed to analyse the newspaper articles against the TPB. The NVivo software program (version 12) was used to aid the generation of the themes. Results Using thematic analysis, 12 themes were generated and categorised according to the TPB’s indirect measures as follows. The behavioural beliefs (i.e. advantages and disadvantages of buying medicines online) included a perception of convenience, low price, privacy of the purchase, potential harmful effect, low quality, and lack of medical oversight. The normative beliefs (i.e. social factors influencing decisions to buy medicines online) included endorsement by influencers, deceptive marketing by suppliers, as well as organizations fighting the fake supply chain. The control beliefs (i.e. what encourages or stops purchasing medicines online) included encountering medicines shortages, outbreak of pandemic diseases, and accessibility issues. Conclusion This newspaper-analysis study created an initial map of ideas for why consumers might inadvertently buy fake POMs online highlighting the complexity of personal beliefs as well as a range of external circumstances. Further exploring these factors provides the basis for future campaigns for changing/controlling the purchasing of fake medicines online. Although the newspaper articles offer a wide range of data and provide different points of view, the validity of their content cannot be proven and are taken at face value. Therefore, the next step for this study is to complete semi-structured interviews with consumers purchasing medicines online (Phase-2) to verify the themes generated in Phase-1 before developing a larger questionnaire study (Phase-3). References 1. HM Government. Protect your health when buying medicines online. Accessed 08 October 2020 from: https://fakemeds.campaign.gov.uk/ 2. Ajzen, I. The theory of planned behaviour. Organizational behaviour and human decision processes. 1991; 50 (2),179–211.

scholarly journals Evaluation of a School-Based Gambling Prevention Program for Adolescents: Efficacy of Using the Theory of Planned Behaviour

2017 ◽  
Author(s):  
Renée A. St-Pierre ◽  
Jeffrey L. Derevensky ◽  
Caroline E. Temcheff ◽  
Rina Gupta ◽  
Alexa Martin-Story
Keyword(s):  
High School Students ◽  
Theory Of Planned Behaviour ◽  
Preventive Intervention ◽  
Gambling Behaviour ◽  
School Students ◽  
Post Intervention ◽  
Planned Behaviour ◽  
Research Attention ◽  
School Based

The theory of planned behaviour (TPB) and the concept of negative anticipated emotions (NAEs) have attracted research attention in the formulation of effective preventive interventions. This approach has identified several key constructs of the TPB (i.e., intentions, attitudes, subjective norms, perceptions of behavioural control) and NAEs as valid predictors of gambling behaviours and problems. However, no empirical investigation has used these constructs in the design or evaluation of a preventive intervention for adolescent problem gambling. The current research aimed to assess the efficacy of targeting NAEs and key TPB constructs in a prevention video for modifying gambling beliefs, intentions, and behaviours. A sample of 280 high school students were randomly assigned to either an intervention or a control condition. Participants were assessed at pre-intervention, post-intervention, and 3-month follow-up. Results reveal that the video was not effective in producing desired changes in NAEs, the key constructs of the TPB, or the frequency of gambling behaviour. The findings suggest that the video, delivered as a universal preventive intervention, may be insufficient for modifying NAEs and other TPB key constructs, or for changing gambling behaviours.Pour la formulation d’interventions préventives efficaces, l’attention de chercheurs s’est portée sur la théorie du comportement planifié et le concept d’émotions négatives anticipées. Cette approche a permis de relever plusieurs constructions clés de la théorie du comportement planifié (soit, les intentions, attitudes, normes subjectives, perceptions du contrôle comportemental) et des émotions négatives anticipées comme indicateurs valides de comportements et de problèmes liés au jeu. Cependant, aucune étude empirique n’a utilisé ces constructions dans la conception ou l’évaluation d’une intervention préventive pour le jeu des adolescents. La recherche actuelle visait donc à évaluer dans quelle mesure il était efficace de cibler les émotions négatives anticipées et les constructions clés du comportement planifié dans une vidéo de prévention afin de modifier les croyances, les intentions et les comportements du jeu. Un échantillon de 280 élèves du secondaire a été affecté au hasard à une condition d’intervention ou de contrôle. Les participants ont été évalués avant et après l’intervention et au suivi, trois mois plus tard. Les résultats révèlent que la vidéo n’a pas été efficace pour produire les changements souhaités dans le cas des émotions négatives anticipées, les constructions clés du comportement planifié ou la fréquence du comportement du jeu. Les résultats permettent de conclure que la vidéo présentée comme intervention préventive universelle ne suffit pas à modifier les émotions négatives anticipées ni d’autres constructions clés du comportement planifié ou des comportements de jeu.

scholarly journals Using the Theory of Planned Behaviour (TPB) in Predicting the Intent to Use the Internet for Academic Purposes

2011 ◽  
Author(s):  
Zainol Bidin ◽  
Mohd Farid Asraf Md Hashim ◽  
Zakiyah Sharif ◽  
Faridahwati Mohd. Shamsudin
Keyword(s):  
Theory Of Planned Behaviour ◽  
Learning Experience ◽  
Subjective Norms ◽  
Behavioural Control ◽  
The Internet ◽  
Intention To Use ◽  
Planned Behaviour ◽  
Perceived Behavioural Control ◽  
Intent To Use ◽  
Use Of Internet

Purpose – This study sought to investigate the factors that influence students’ intention to use the Internet for academic purposes in Universiti Utara Malaysia. This study applies theory of planned behaviour (TPB) as the base model. The model employed the original variables from the theory i.e. attitudes, subjective norms, perceived behavioural control and intention.   Method – A survey involving of questionnaires was conducted among 369 public university students. Multiple regression was employed to examine the factors influencing intention to use the Internet for academic purposes.   Findings – Results revealed that the variables attitude, subjective norms, and perceived behavioural control are statistically significant in influencing intention to use the Internet for learning purposes. It was also found that 38% of the variance in students’ intention to use the Internet is cumulatively explained by their attitude, subjective norms, and perceived behavioural control.   Significance – The paper provides useful scientific insight into the relationships between attitude, subjective norms and perceived behavioural control variables towards intention to use the Internet for academic purposes. The findings can be used to promote the use of Internet among students in enhancing their learning experience.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

scholarly journals O Marco Civil da Internet e a Ciência da Informação: uma discussão sobre os softwares livres AtoM e Archivematica | The Internet Civil Rights Framework and Information Science: a discussion of AtoM and Archivematica software

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Maria José Vicentini Jorente ◽  
Natalia Nakano ◽  
Talita Cristina Da Silva ◽  
Lucinéia Da Silva Batista
Keyword(s):  
Civil Rights ◽  
Web 2.0 ◽  
Information Science ◽  
Research Problem ◽  
Theoretical Framework ◽  
Information Design ◽  
The Internet ◽  
The World ◽  
Digital Environments ◽  
Information And Technology

RESUMO O Marco Civil da Internet do Brasil é a primeira legislação do mundo a regular a internet de forma ampla e irrestrita; e respeita os princípios da internet complexa, aberta e sustentável. Define-se assim a problemática deste artigo: de que maneira a Ciência da Informação (CI) se insere no que preconiza o Marco Civil? Este estudo apresenta referencial teórico sobre o que preconiza o Marco Civil, relacionando-o com a CI, e então introduz dois exemplos de software livre que podem contribuir com a sua efetivação. Conclui que a CI não pode ficar alijada das discussões sobre o Marco, e sugere, para estudos futuros, investigações que reflitam sobre o design de ambientes digitais em que estão depositadas informações para acesso, e sua relação com o que reza o Marco Civil da Internet.Palavras-chave: Informação e Tecnologia; Web 2.0; AtoM; Archivematica; Design da Informação.ABSTRACT The Brazilian Civil Rights Framework for the Internet is the first legislation in the world to regulate the Internet broadly and non-restrictively; and it respects the principles of complex, sustainable, open Internet. The research problem of this article is: how is Information Science (IS) contemplated in the legal recommendations? This study presents a theoretical framework on what the Civil Rights Framework advocates, relating it to IS, and then presents two examples of open software that can contribute to its operationalization. The study concludes that IS cannot be excluded from the discussions on the Framework and suggests, for further studies, investigations that reflect on the design of digital environments in which information is deposited and its relation to the Brazilian Civil Rights Framework for the Internet.Keywords: Information and Technology; Web 2.0; AtoM;Archivematica; Information Design.

scholarly journals Evaluation of a School-Based Gambling Prevention Program for Adolescents: Efficacy of Using the Theory of Planned Behaviour

2017 ◽  
Author(s):  
Renée A. St-Pierre ◽  
Jeffrey L. Derevensky ◽  
Caroline E. Temcheff ◽  
Rina Gupta ◽  
Alexa Martin-Story
Keyword(s):  
High School Students ◽  
Theory Of Planned Behaviour ◽  
Preventive Intervention ◽  
Gambling Behaviour ◽  
School Students ◽  
Post Intervention ◽  
Planned Behaviour ◽  
Research Attention ◽  
School Based

The theory of planned behaviour (TPB) and the concept of negative anticipated emotions (NAEs) have attracted research attention in the formulation of effective preventive interventions. This approach has identified several key constructs of the TPB (i.e., intentions, attitudes, subjective norms, perceptions of behavioural control) and NAEs as valid predictors of gambling behaviours and problems. However, no empirical investigation has used these constructs in the design or evaluation of a preventive intervention for adolescent problem gambling. The current research aimed to assess the efficacy of targeting NAEs and key TPB constructs in a prevention video for modifying gambling beliefs, intentions, and behaviours. A sample of 280 high school students were randomly assigned to either an intervention or a control condition. Participants were assessed at pre-intervention, post-intervention, and 3-month follow-up. Results reveal that the video was not effective in producing desired changes in NAEs, the key constructs of the TPB, or the frequency of gambling behaviour. The findings suggest that the video, delivered as a universal preventive intervention, may be insufficient for modifying NAEs and other TPB key constructs, or for changing gambling behaviours.Pour la formulation d’interventions préventives efficaces, l’attention de chercheurs s’est portée sur la théorie du comportement planifié et le concept d’émotions négatives anticipées. Cette approche a permis de relever plusieurs constructions clés de la théorie du comportement planifié (soit, les intentions, attitudes, normes subjectives, perceptions du contrôle comportemental) et des émotions négatives anticipées comme indicateurs valides de comportements et de problèmes liés au jeu. Cependant, aucune étude empirique n’a utilisé ces constructions dans la conception ou l’évaluation d’une intervention préventive pour le jeu des adolescents. La recherche actuelle visait donc à évaluer dans quelle mesure il était efficace de cibler les émotions négatives anticipées et les constructions clés du comportement planifié dans une vidéo de prévention afin de modifier les croyances, les intentions et les comportements du jeu. Un échantillon de 280 élèves du secondaire a été affecté au hasard à une condition d’intervention ou de contrôle. Les participants ont été évalués avant et après l’intervention et au suivi, trois mois plus tard. Les résultats révèlent que la vidéo n’a pas été efficace pour produire les changements souhaités dans le cas des émotions négatives anticipées, les constructions clés du comportement planifié ou la fréquence du comportement du jeu. Les résultats permettent de conclure que la vidéo présentée comme intervention préventive universelle ne suffit pas à modifier les émotions négatives anticipées ni d’autres constructions clés du comportement planifié ou des comportements de jeu.

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