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

By Echeng, Razep; Usoro, Abel | Journal of International Technology and Information Management, January 1, 2016 | Go to article overview

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


Echeng, Razep, Usoro, Abel, Journal of International Technology and Information Management


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). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

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

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    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.