scholarly journals Students’ learning performance and acceptance of web 2.0 technologies based on media richness properties

2020 ◽  
pp. 290-303
Author(s):  
Ericson Peñalba
Keyword(s):  
Web 2.0 ◽  
User Acceptance ◽  
Ease Of Use ◽  
Learning Performance ◽  
Control Group ◽  
Media Richness ◽  
Learning Tools ◽  
Web 2.0 Technologies ◽  
Learning Condition ◽  
Experimental Conditions

The selection of a communication channel for the performance of learning tasks is likely to affect how information and knowledge can be effectively transmitted. Anchored on the media richness theory, this study employed quasi-experimental design to examine the influence of media richness properties on learning performance user acceptance of web 2.0 technologies as learning tools. The quasi-experiment, which took place over eight weeks, was carried out with 100 undergraduate students who were assigned to two experimental groups (Facebook-based learning condition and Blogger-based learning condition) and a control group (paper-based learning condition). A focus group discussion was also done to reveal the participants’ insights after using web 2.0 technologies in performing the assigned learning activities.  No significant differences existed among the three learning conditions in terms of learning performance and between the two experimental conditions as regards user acceptance. Such findings indicate that the learning performance achieved from using the learning tools was perceived to be the same regardless of the features they offered. All groups may also have equal perceived level of usefulness and ease of use afforded by the learning mediums despite variations in their features. 

scholarly journals Students’ learning performance and acceptance of web 2.0 technologies based on media richness properties

2021 ◽  
Author(s):  
Ericson H. Peñalba
Keyword(s):  
Web 2.0 ◽  
User Acceptance ◽  
Ease Of Use ◽  
Learning Performance ◽  
Control Group ◽  
Media Richness ◽  
Learning Tools ◽  
Web 2.0 Technologies ◽  
Learning Condition ◽  
Experimental Conditions

The selection of a communication channel for the performance of learning tasks is likely to affect how information and knowledge can be effectively transmitted. Anchored on the media richness theory, this study employed quasi-experimental design to examine the influence of media richness properties on learning performance user acceptance of web 2.0 technologies as learning tools. The quasi-experiment, which took place over eight weeks, was carried out with 100 undergraduate students who were assigned to two experimental groups (Facebook-based learning condition and Blogger-based learning condition) and a control group (paper-based learning condition). A focus group discussion was also done to reveal the participants’ insights after using web 2.0 technologies in performing the assigned learning activities. No significant differences existed among the three learning conditions in terms of learning performance and between the two experimental conditions as regards user acceptance. Such findings indicate that the learning performance achieved from using the learning tools was perceived to be the same regardless of the features they offered. All groups may also have equal perceived level of usefulness and ease of use afforded by the learning mediums despite variations in their features.

Web 2.0 and Professional Development of Academic Staff

2012 ◽  
pp. 94-108
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

Web 2.0 and Professional Development of Academic Staff

2010 ◽  
pp. 365-379 ◽  
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

scholarly journals Effect of Web 2.0 Technologies on Academic Performance: A Meta-analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 108-127
Author(s):  
Esra Ergül Sönmez ◽  
Hasan Çakır
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Experimental Approach ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Method ◽  
Web 2.0 Technologies ◽  
Quasi Experimental ◽  
G Value ◽  
The Impact

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge’s g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.

scholarly journals Examining the impact of design variables and media richness on responses to product design

2017 ◽  
Author(s):  
◽  
Ehsan Naderi
Keyword(s):  
Product Design ◽  
Statistical Significance ◽  
Affective Responses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Analysis Of Covariance ◽  
Media Richness ◽  
Perceived Ease Of Use ◽  
Experimental Conditions ◽  
The Impact

This study makes examines the influence of product design cues, environment congruence, and media richness on users' cognitive and affective responses to product design. These three factors were systematically manipulated in a 2x2x2 full-factorial experiment. A sample of 181 participants was used to test the study hypotheses. This study employed a between-subject design, and participants were randomly assigned to one of the eight experimental conditions. The results from statistical analysis of covariance (ANCOVA) revealed the influence of product design cues, environment congruence, and media richness on cognitive and affective responses. The results of this study revealed that higher quality of product design and environment congruence did lead to a more positive aesthetic and affective response. In addition, the results showed a significant two-way interaction between environmental congruence and design cues for perceived aesthetic. Results however, didn't show a significant influence of design cues and environment congruence on perceived usefulness and perceived ease of-use. Moreover, it was confirmed that media richness significantly predicted the perceived ease-of-use, although no statistical significance was found for perceived aesthetic and perceived usefulness. This study has practical implications across various domains including product design, marketing and retail merchandising, and communication and media studies.

Issues in Peer Assessment and E-Learning

2009 ◽  
pp. 117-135 ◽  
Author(s):  
Robyn Benson
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Peer Assessment ◽  
Assessment For Learning ◽  
Learning Tools ◽  
Web 2.0 Technologies ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
E Learning

This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up the opportunities and the challenges that are offered by considering peer assessment for learning and peer assessment of learning. In doing this, reference is made to some of the general issues that arise in implementing peer assessment in higher education, as well as to the functionalities of e-learning tools and environments, and the characteristics of those who use them in this context (teachers and students). Discussion of opportunities focuses on strategies for peer assessment available from tools and environments that are categorized as pre-Web 2.0 (and continuing) technologies, Web 2.0 technologies, and ‘other tools’. Consideration of challenges focuses on the characteristics and requirements of teachers and students as users. It is concluded that opportunities outweigh challenges, particularly in relation to peer assessment for learning, but that peer assessment of learning is more challenging and likely to be more limited in uptake because of the expectations that are placed on users. It is also noted that the capacities offered by Web 2.0 technologies for peer-based relationships and interaction with content present both an opportunity and a challenge which may have future implications for the role of the teacher and for supporting a reconceptualization of how evidence used for peer assessment of learning is presented and judged.

scholarly journals The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

2017 ◽  
Vol 7 (1) ◽  
pp. 114 ◽  
Author(s):  
Abdullah Tarik Gencturk ◽  
Agah Tugrul Korucu
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Web 2.0 ◽  
Programming Languages ◽  
Control Group ◽  
Instructional Technologies ◽  
Web 2.0 Technologies ◽  
Learning Skills ◽  
Post Test ◽  
Experimental Group

It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in “Programming Languages” lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Keleşoğlu, Necmettin Erbakan University in 2015-2016 academic year. “Academic Success Test” developed by researcher, “Attitude Towards Programming Languages Scale” which is adapted into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saraçoğlu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students’ academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.

scholarly journals The adoption of Web 2.0 technologies in academic libraries: A comparative exploration

2018 ◽  
Vol 52 (1) ◽  
pp. 137-149 ◽  
Author(s):  
Marion Lucille Williams
Keyword(s):  
South Africa ◽  
Social Media ◽  
Web 2.0 ◽  
Academic Libraries ◽  
Positive Influence ◽  
Ease Of Use ◽  
Management Support ◽  
Communication Tool ◽  
University Libraries ◽  
Web 2.0 Technologies

This paper addresses the adoption and non-adoption of communication methods such as social media and explores the implementation of Web 2.0 technologies and their use in academic libraries. I interviewed 16 library employees from six academic university libraries in the Flanders region of Belgium and in South Africa. I explored five academic university libraries in the urban regions of Flanders and South Africa and one situated in a rural region of South Africa. This article discusses the benefits of using social media as a communication tool to engage with students. The results demonstrate that ‘ease of use’ was portrayed as a beneficial construct and has a positive influence on behavioural intention and use of Web 2.0 technologies. A comparison on the adoption of social media between the two countries indicate that financial resources, infrastructure and management support are crucial determining factors in service delivery.

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