scholarly journals Effects of Media Richness on User Acceptance of Web 2.0 Technologies in Higher Education

10.5772/8115 ◽  
2009 ◽  
Author(s):  
Nauman Saeed ◽  
Suku Sinnapp
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
User Acceptance ◽  
Media Richness ◽  
Web 2.0 Technologies ◽  
Effects Of Media

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.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

2010 ◽  
pp. 1162-1181
Author(s):  
Haya Ajjan ◽  
Richard Hartshorne ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Web 2.0 ◽  
Social Networking ◽  
Planned Behavior ◽  
Relevant Literature ◽  
Future Research ◽  
Policy Changes ◽  
Web 2.0 Technologies ◽  
Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher educationthrough a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploringstudent and faculty awareness of the potential of Web 2.0technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student andfaculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

Faculty Use and Perceptions of Web 2.0 in Higher Education

2010 ◽  
pp. 241-259 ◽  
Author(s):  
Richard Hartshorne ◽  
Haya Ajjan ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Instant Messaging ◽  
Video Conferencing ◽  
Relevant Literature ◽  
Future Research ◽  
Web 2.0 Technologies ◽  
Internet Telephony ◽  
Audio Video

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both emerging educational technologies and social networking. Additionally, the authors report the results and implications of a study exploring faculty awareness of the potential of Web 2.0 technologies (blogs, wikis, social bookmarks, social networks, instant messaging, internet telephony, and audio/video conferencing) to support and supplement classroom instruction in higher education. Also, using the Decomposed Theory of Planned Behavior as the theoretical foundation, the authors discuss factors that influence faculty decisions to adopt specific Web 2.0 technologies. The chapter concludes with a discussion of the implications of the study and recommendations for future research.

Web 2.0 Technologies

2011 ◽  
pp. 208-218
Author(s):  
Teresa Torres-Coronas ◽  
Ricard Monclús-Guitart ◽  
Araceli Rodríguez-Merayo ◽  
M. Arántzazu Vidal-Blasco ◽  
M. José Simón-Olmos
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
New Learning ◽  
Human Capacity

Web 2.0 technologies are playing an important role in building social capital through increasing flows of information, and building on knowledge and human capacity of learning. The purpose of this chapter is to show the role that social software, a component of Web 2.0 technologies, can play in higher education and adult learning. This chapter focuses on the role of Web 2.0 technologies in promoting learning. New learning paradigms and pedagogical applications are also discussed.

Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

2010 ◽  
pp. 593-612
Author(s):  
Haya Ajjan ◽  
Richard Hartshorne ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Web 2.0 ◽  
Social Networking ◽  
Planned Behavior ◽  
Relevant Literature ◽  
Future Research ◽  
Policy Changes ◽  
Web 2.0 Technologies ◽  
Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher education through a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploring student and faculty awareness of the potential of Web 2.0 technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student and faculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

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