Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests
ARTICLE
Haya Ajjan, Richard Hartshorne
Internet and Higher Education Volume 11, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
While students are increasing their use of emerging technologies such as text messaging, wikis, social networks, and other Web 2.0 applications, this is not the case with many university faculty. The purpose of this study was to assess faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model. Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom. Additional results indicated that faculty's attitude and their perceived behavioral control are strong indicators of their intention to use Web 2.0. A number of implications are drawn highlighting how the use of Web 2.0 could be useful in the classroom.
Citation
Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11(2), 71-80. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/102574/.
This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2008.05.002Keywords
- Behavior Theories
- College Faculty
- computer mediated communication
- Computer Uses in Education
- Decomposed Theory of Planned Behavior
- educational technology
- Emerging Technologies
- Factor Analysis
- Faculty adoption
- Faculty perceptions
- internet
- social networks
- teacher attitudes
- technology integration
- web 2.0
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