Acceptance of Web 2.0 in learning in higher education: a case study Nigeria

Technology acceptance has been studied in different perspectives. Though a few empirical studies on acceptance of Web 2.0 as a social networking tool in teaching and learning exist, none of such studies exist in Nigeria which is the focus of this study. This paper reports on a pilot study that begins to fill this gap by investigating the perceptions, attitude and acceptance of Web 2.0 in e-learning of this country. Based on literature review and initial primary study, a conceptual model of 9 variables and associated hypotheses was designed. The model was operationalised into a questionnaire that was used to collect data from 317 students from 5 universities. The findings that came from data analysis indicate that all the variables except motivation via learning management systems which are not presently used in these universities affect intention to use Web 2.0 in e-learning in Nigeria. Some of the validated variables are perceived usefulness and prior knowledge. The major conclusions and recommendations include the utilisation of Web 2.0 facilities to stimulate participation in learning. This work will contribute to the body of knowledge on acceptance of Web 2.0 social networking tools in teaching and learning. It will aid management decisions toward investing better on technology so as to improve the educational sector. This research will also be beneficial in the social development of individuals, local communities, national and international communities.

@article{Echeng2013,
  title     = {Acceptance of Web 2.0 in learning in higher education: a case study Nigeria},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {4},
  number    = {10},
  year      = {2013},
  publisher = {The Science and Information Organization},
  author    = {Razep Echeng and Abel Usoro and Grzegorz Majewski},
  doi       = {10.14569/IJACSA.2013.041022},
  url       = {https://doi.org/10.14569/IJACSA.2013.041022}
}