Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30379
Web 2.0 in Higher Education: The Instructors’ Acceptance in Higher Educational Institutes in Kingdom of Bahrain

Authors: Amal M. Alrayes, Hayat M. Ali

Abstract:

Since the beginning of distance education with the rapid evolution of technology, the social network plays a vital role in the educational process to enforce the interaction been the learners and teachers. There are many Web 2.0 technologies, services and tools designed for educational purposes. This research aims to investigate instructors’ acceptance towards web-based learning systems in higher educational institutes in Kingdom of Bahrain. Questionnaire is used to investigate the instructors’ usage of Web 2.0 and the factors affecting their acceptance. The results confirm that instructors had high accessibility to such technologies. However, patterns of use were complex. Whilst most expressed interest in using online technologies to support learning activities, learners seemed cautious about other values associated with web-based system, such as the shared construction of knowledge in a public format. The research concludes that there are main factors that affect instructors’ adoption which are security, performance expectation, perceived benefits, subjective norm, and perceived usefulness.

Keywords: Higher Education, web 2.0, acceptance, students’ perception

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1112302

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 922

References:


[1] Ajzen, I. (1991) "The Theory of Planned Behavior", pp. 179-211.
[2] Almeida, F. (2012) 'Web 2.0 Technologies and Social Networking Security Fears in Enterprises', International Journal of Advanced Computer Science and Applications, 3(2), pp 152 - 156.
[3] Amoako-Gyampah, K. (2007) 'Perceived usefulness, user involvement and behavioral intention: an empirical study of ERP implementation', Computers in Human Behavior, 23, pp. 1232–1248.
[4] Chiu, C.M. and Wang, T.G. E. (2008) 'Understanding Web-based learning continuance intention: The role of subjective task value', Information & Management, 45, pp. 194–201.
[5] Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 1989: p. 319-340.
[6] Echeng, R. and Usoro, A. (2014) 'Acceptance Factors and Current Level of Use of Web 2.0 Technologies for Learning in Higher Education: A Case Study of Two Countries', International Journal of Advanced Computer Science and Applications, 5(5), pp. 9 -14.
[7] Featherman, S. M., Pavlou, A. P. (2002) 'Predicting E-Services Adoption: A Perceived Risk Facets Perspective', Eighth Americas Conference on Information Systems.
[8] Fishbein, M., and Ajzen, I. Belief, Attitude, Intention and Behavior: An Introduction to Theoryand Research, Addison-Wesley, Reading, MA,1975.
[9] Goetz, T., Hall, N. C., Frenzel, A. C., and Pekrun, R. (2006). 'A hierarchical A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338.
[10] Latham, B. (2007). Sampling: What is it? Quantitative Research Methods.
[11] Lee, M.C. (2008) 'Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit', Electronic Commerce Research and Applications.
[12] Lin, C.H. A., Fernandez, D. W. and Gregor, S. (2012) 'Understanding web enjoyment experiences and informal learning: A study in a museum context', Decision Support Systems, 53, pp. 846–858.
[13] Lin, C. H., Gregor, S. and Ewing, M. (2008). 'Developing a scale to measure the web enjoyment.
[14] Ogawa, M.B. & Nickles, D. (2006). Improving Students Perceptions in Large-enrollment Courses Through Podcasting. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 250-254). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
[15] Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150–162.
[16] Peter, J. and Ryan, M. (1976). 'An Investigation of Perceived Risk at the Brand Level'. Journal of Marketing Research, 13, pp. 184-188. pp. 323–338.
[17] Schoorman, D. F., Mayer, C. R. and Davis, H. J. (2007) 'An Integrative Model of Organizational Trust: Past, Present, and Future', Academy of Management Review, 32(2), pp. 344 - 354.
[18] Siegrist, M. and Cvetkovich, G. (2000) 'Perception of Hazards: The Role of Social Trust and Knowledge', Risk Analysis, 20(5), pp. 713 - 719.
[19] Tarhini, A., Hone, K., and Liu, X. (2013) "User Acceptance Towards Web-based Learning Systems: Investigating the role of Social, Organizational and Individual factors in European Higher Education", Sciveres Science Direct, pp.189-197.
[20] Usluel, Y., Mazman, S. (2009) "Adoption of Web 2.0 tools in distance education", Science Direct, pp.818-823.
[21] Venkatesh, V., et al., User acceptance of information technology: Toward a unified view. MIS quarterly, 2003: p. 425-478.
[22] Visschers, H. M. V. and Siegrist, M. (2014) 'Find the differences and the similarities: Relating perceived benefits, perceived costs and protected values to acceptance of five energy technologies', Journal of Environmental Psychology, 40, pp. 117-130.
[23] Winter, G. (2000). A comparative discussion of the notion of validity in qualitative and quantitative research. (Online) Available from: http://www.nova.edu/ssss/QR/QR4-3/winter.html (Accessed:15 Dec 2014).