E-learning implementation issues and strategies to address low participation using an enhanced model of acceptance of Web 2.0 technologies: a case study of a Scottish university

Abel Usoro, Razep Echeng

Research output: Contribution to journalArticle

Abstract

Inquiry learning provides the opportunity to develop an improved understanding of concepts being taught to students. It is a useful way of learning which enhances interest and motivation by providing the opportunity to access and manipulate information in a tactical and strategic ways. Web 2.0 technology platforms serve as medium for inquiry learning, interaction, collaborations, discussions and communication. However, research shows these technologies are still under used by educators and students. This paper presents six factors that would influence the use of these technologies for learning activities. A questionnaire and observation were used to collect data from 203 students and 76 lecturers in a Scottish university. Additional data was collected from experimentation with a focus group from the same institution. The research shows that perceived usefulness, facilitating condition, motivation, prior knowledge and performance expectancy would influence the use of these tools.
Original languageEnglish
Pages (from-to)5-22
Number of pages18
JournalInternational Journal on E-Learning (IJEL)
Volume16
Issue number1
Publication statusPublished - 1 Feb 2017

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Keywords

  • e-learning
  • Implementation issues
  • Web 2.0
  • Scottish university
  • Acceptance model
  • Low participation

Cite this

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AB - Inquiry learning provides the opportunity to develop an improved understanding of concepts being taught to students. It is a useful way of learning which enhances interest and motivation by providing the opportunity to access and manipulate information in a tactical and strategic ways. Web 2.0 technology platforms serve as medium for inquiry learning, interaction, collaborations, discussions and communication. However, research shows these technologies are still under used by educators and students. This paper presents six factors that would influence the use of these technologies for learning activities. A questionnaire and observation were used to collect data from 203 students and 76 lecturers in a Scottish university. Additional data was collected from experimentation with a focus group from the same institution. The research shows that perceived usefulness, facilitating condition, motivation, prior knowledge and performance expectancy would influence the use of these tools.

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