Academic journal article Journal of International Technology and Information Management

Enhancing the Use of Web 2.0 Technologies in Higher Education: Students' and Lectures' Views

Academic journal article Journal of International Technology and Information Management

Enhancing the Use of Web 2.0 Technologies in Higher Education: Students' and Lectures' Views

Article excerpt

ABSTRACT

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, especially when pedagogical changes that take place have no relationship with technology (JRC Report, 2010). It is certain and evident that higher education can be transformed significantly through changes in the way learners and teachers understand and play their roles in learning and teaching activities, with or without technology (Fry et al, 2008) hence the need to evaluate learning quality after introducing a new technology. Learning quality enhancement with Web 2.0 tools needs good implementation framework (Baxter et al, 2011). Also there is the need to seek for best ways to have successful implementation but not much research on good practice are reported in literature. It has been observed that since 2005 the main effect of the initiative of technology enhanced learning in England, Scotland and Wales has been to bring to the knowledge of the institutions the relationship between technology provision, the use of technology and its impact on students learning (JRS, 2010). The rest of this paper will present the background, the research questions, the method adopted to answer the questions, literature review, hypotheses, primary data collection, analysis, discussions, comparison of qualitative and quantitative study, key findings, conclusion, limitations and future studies.

BACKGROUND

Support for the use of Web 2.0 platform for learning can be drawn from different arguments. This section will briefly present constructivist view, meaningful and reflective learning as good reasons for using this technology.

Constructivist view of learning

Literature supports student-directed learning whereby knowledge is constructed by the learner. Constructivist view of learning is believed to make learning more active, social and reflective (Driscoll, 2002). Many researchers see it as an effective learning strategy for students and teachers (Baxter et al 2011; Juceviciene and Valineviciene 2010; Kennelly, 2009; Jonassen, 1999). Web 2.0 provides this learning style because it is not a one way (teacher-centric) communication but allows students to easily participate and contribute to the learning material e.g. using blogs. The learner has the opportunity of constructing her own learning that should fit into her meta-cognition. One of the greatest challenges of technology in learning is determining whether it will provide real world contexts that engage learners in complex problem solving. Research have shown that the use of Web 2.0 technologies such as blogs, wikis and podcasts provide learners with opportunities to be involved in their learning, generating connections with their prior knowledge and linking it with the present activity (Richardson, 2006; Driscoll, 2002). Active learning helps learners to develop ideas and this brings about meaningful learning.

Meaningful learning

Learning becomes more meaningful when it involves demonstrating competence and increasing participation in contributing to a social community (Driscoll, 2002). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.