Lecturers’ views on the determinants of acceptance and quality use of Web 2.0 technologies in learning activities: a case study of five Nigerian higher institutions

Razep Echeng, Abel Usoro

Research output: Contribution to conferencePaper

Abstract

Web 2.0 technologies have been viewed as having the potentials to enhance blended learning. A growing number of academics believe in these potentials and therefore are engaging learners in their studies using these technologies whereas others are sceptical about using these technologies for the fear that such applications could disrupt young people’s engagement with ‘traditional’ education. Using a number of technology acceptance theories, a conceptual model was developed and operationalised into a questionnaire that was distributed to students and lecturers in the UK and Nigerian higher institutions. This paper presents findings from analysis of data from lecturersin five Nigerian higher institutions. The findings reveal that perceived ease of use, perceived usefulness, performance expectancy, and facilitating condition are predictors of behaviour to use Web 2.0 technologies for learning activities in Nigerian higher education. The implications of these findings are discussed in the paper.
Original languageEnglish
Pages38-38
Number of pages1
Publication statusPublished - 6 Apr 2017
Event2nd Annual Research Conference of the Centre for African Research on Enterprise and Economic Development (CAREED) - University of the West of Scotland, Paisley, United Kingdom
Duration: 6 Apr 20177 Apr 2017

Conference

Conference2nd Annual Research Conference of the Centre for African Research on Enterprise and Economic Development (CAREED)
Abbreviated titleCAREED 2017
Country/TerritoryUnited Kingdom
CityPaisley
Period6/04/177/04/17

Keywords

  • Higher education
  • Nigeria
  • Web 2.0
  • Technology acceptance

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