scholarly journals Factors Influencing Web 2.0 Technology Usage among Academics

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Case Study Research ◽  
Target Population ◽  
Research Strategy ◽  
Perceived Usefulness ◽  
Private Higher Education ◽  
Web 2.0 Tools ◽  
Web 2.0 Technology

The usage of Web 2.0 tools in education affords many benefits, which include increased access to educational resources, and the ability to collaboratively create and use content. Despite the benefits of Web 2.0 tools in higher education, the technology has not been widely used by academics in South Africa. Thus, the purpose of this research is to investigate the extent of usage and the factors that play a role in the usage of Web 2.0 tools among academics at two South African higher education institutions. A case study research strategy was adopted to fulfil the objectives of the study. This paper reports on the quantitative approach used to conduct the study. A questionnaire was administered to collect data from the target population. The results revealed that individual factors, organisational factors, perceived usefulness and perceived quality characteristics are significant predictors to the usage of Web 2.0 tools. The study has practical implications for academic stakeholders in private higher education for the integration of Web 2.0 technology into their teaching practice.

Practice From Implementing Web 2.0 Tools in Higher Education

2022 ◽  
pp. 71-91
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Learning Experience ◽  
New Technology ◽  
The Body ◽  
Web 2.0 Tools ◽  
Education Practice ◽  
Technology Tool

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.

Model of acceptance of Web 2.0 technologies for increased participation in learning activities

2015 ◽  
Vol 8 (3) ◽  
pp. 208-221 ◽  
Author(s):  
Abel Usoro ◽  
Razep Echeng
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Depth Information ◽  
Perceived Ease Of Use ◽  
Online Questionnaire ◽  
Web 2.0 Tools ◽  
Content Type

Purpose – The purpose of this paper is to find out how to encourage the use of Web 2.0 in learning in higher education by investigating factors that would relate to and would encourage such behaviour. Design/methodology/approach – Three existing theories of technology acceptance underpinned this research and six constructs selected from these existing theories and one new construct from a pilot study were used to develop a conceptual model which constructs were operationalized into an online questionnaire (open and closed ended questions). Copies of this questionnaire were electronically distributed to all students in a higher institution of learning in Scotland. In total, 203 responded. Correlation and regression analyses were performed on the quantitative data collected so as to validate the research model. A focus group of ten volunteer students provided opportunity for a follow-up interview that produced in-depth information which provided strategies for enhancing the use of Web 2.0 tools for learning in higher education. Findings – All the factors of the model, except perceived ease of use, positively relate significantly with use behaviour. The factors are perceived usefulness, facilitating conditions, motivation, prior knowledge, performance expectancy and social factors. Research limitations/implications – The study was performed at only one institution in Scotland. The implication of the study is that predictor variables (mentioned above in the findings) of the model should be taken into consideration when introducing Web 2.0 to students of higher learning. Practical implications – In the paper are discussed specific strategies and these include assigning roles to users with little participation, checking to ensure irregular users have access and e-mailing them to encourage participation. Originality/value – This is apparently the first time the key technology acceptance models have been synthesised and tested in Scotland with regards to the acceptance of Web 2.0 tools in learning in higher education.

scholarly journals HR competencies at a merged Higher Education Institution

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Cecile M. Schultz
Keyword(s):  
Higher Education ◽  
Human Resource ◽  
Balanced Scorecard ◽  
Quantitative Research ◽  
Education Institution ◽  
Target Population ◽  
Research Strategy ◽  
Higher Education Institution ◽  
Box Plots ◽  
Hr Competencies

Orientation: Certain human resource (HR) competencies are essential to assist with the dynamics of change in the higher education landscape.Research purposes: The aim of this study was to determine the HR competencies at a merged higher education institution. Other objectives were to establish the satisfaction of academics, administrative staff and management regarding the HR competencies and the importance thereof.Motivation for the study: Human resource professionals require assistance by providing HR competencies necessary to add value at a merged higher education institution.Research designs, approaches and methods: A quantitative research design was employed as the research strategy. The questionnaire was based on the literature, the business plan and the HR balanced scorecard report. The target population was 1363 permanent staff on one campus and the response rate was 28%. A principal factor analysis, spider charts and box plots were utilised for data analysis. The results indicated business knowledge, HR practices, personal skills and management skills as the vital HR competencies.Practical implications: Staff were not satisfied with the current HR competencies and consequently this necessitated attention to improve the deficient areas.Contribution: This study shows that limited research was done with regard to HR competencies in the South African higher education backdrop.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

scholarly journals Teachers’ Views on the Availability of Web 2.0 Tools in Education

2019 ◽  
Vol 14 (22) ◽  
pp. 70 ◽  
Author(s):  
Semih Caliskan ◽  
Zafer Guney ◽  
Regina G. Sakhieva ◽  
Dinara G. Vasbieva ◽  
Natalia A. Zaitseva
Keyword(s):  
Data Collection ◽  
Web 2.0 ◽  
Prospective Teachers ◽  
Quantitative Research ◽  
Teaching Practice ◽  
Data Collection Tool ◽  
Web 2.0 Tools ◽  
Educational Environments ◽  
Faculty Of Education ◽  
Faculties Of Education

Abstract—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

scholarly journals An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

2020 ◽  
Vol 15 (09) ◽  
pp. 19
Author(s):  
Lillian-Yee-Kiaw Wang ◽  
Sook-Ling Lew ◽  
Siong-Hoe Lau
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Social Cognitive ◽  
Target Population ◽  
Perceived Usefulness ◽  
Learning Object ◽  
Intention To Use ◽  
Is Success ◽  
Content Quality ◽  
E Learning

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained.

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