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

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E-Learning and Digital Media Volume 11, Number 6, ISSN 2042-7530

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.

Citation

Usoro, A., Echeng, R. & Majewski, G. (2014). A Model of Acceptance of Web 2.0 in Learning in Higher Education: A Case Study of Two Cultures. E-Learning and Digital Media, 11(6), 644-653. Retrieved April 2, 2020 from .

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