Model of acceptance of Web 2.0 technologies for increased participation in learning activities: A case study of a Scottish university

The purpose of this paper is to find out how to encourage the use of Web 2.0 in learning in higher education by investigating factors that would relate to and would encourage such behaviour.

Three existing theories of technology acceptance underpinned this research and six constructs selected from these existing theories and one new construct from a pilot study were used to develop a conceptual model which constructs were operationalized into an online questionnaire (open and closed ended questions). Copies of this questionnaire were electronically distributed to all students in a higher institution of learning in Scotland. In total, 203 responded. Correlation and regression analyses were performed on the quantitative data collected so as to validate the research model. A focus group of ten volunteer students provided opportunity for a follow-up interview that produced in-depth information which provided strategies for enhancing the use of Web 2.0 tools for learning in higher education.

All the factors of the model, except perceived ease of use, positively relate significantly with use behaviour. The factors are perceived usefulness, facilitating conditions, motivation, prior knowledge, performance expectancy and social factors.

The study was performed at only one institution in Scotland. The implication of the study is that predictor variables (mentioned above in the findings) of the model should be taken into consideration when introducing Web 2.0 to students of higher learning.

In the paper are discussed specific strategies and these include assigning roles to users with little participation, checking to ensure irregular users have access and e-mailing them to encourage participation.

This is apparently the first time the key technology acceptance models have been synthesised and tested in Scotland with regards to the acceptance of Web 2.0 tools in learning in higher education.