A Model of Acceptance of Web 2.0 in Learning in Higher Education: A Case Study of Two Cultures

Autor/inn/en	Usoro, Abel; Echeng, Razep; Majewski, Grzegorz
Titel	A Model of Acceptance of Web 2.0 in Learning in Higher Education: A Case Study of Two Cultures
Quelle	In: E-Learning and Digital Media, 11 (2014) 6, S.644-653 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2014.11.6.644
Schlagwörter	Foreign Countries; Higher Education; Web 2.0 Technologies; Electronic Learning; Case Studies; Questionnaires; Cultural Differences; Cultural Influences; Predictor Variables; College Students; Student Attitudes; Integrated Learning Systems; Learning Motivation; Student Participation; Social Networks; Student Surveys; Teacher Surveys; Teacher Attitudes; College Faculty; Nigeria; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Fragebogen; Kultureller Unterschied; Cultural influence; Kultureinfluss; Prädiktor; Collegestudent; Schülerverhalten; Motivation for studies; Lernmotivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social network; Soziales Netzwerk; Schülerbefragung; Lehrerverhalten; Fakultät
Abstract	Though a few empirical studies on acceptance of Web 2.0 as a social networking tool in teaching and learning exist, apparently none consider students' and faculties' views from different cultures, which is the focus of this study. This article 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 nine variables and associated hypotheses was designed based on a literature review and initial primary study. A questionnaire was developed from the model operationalisation and used to collect data from 317 students from five 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 (LMS) 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 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 the key players of e-learning which include content developers, technology vendors and service providers. It may also support management decisions toward investing better in technology so as to improve the educational sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10