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Web 2.0 and Higher Education. A psychological perspective
Luís Borges Gouveia February, 2015 ISBN: 978-3-659-68346-6
CV - Luis Borges Gouveia CV - Luís Cunha
Book abstract |
|
|
Web 2.0 and Higher Education. A psychological perspective
Luís Borges Gouveia February, 2015 ISBN: 978-3-659-68346-6
CV - Luis Borges Gouveia CV - Luís Cunha
Book abstract |
|
|
Web 2.0 and Higher Education. A psychological perspective
Luís Borges Gouveia February, 2015 ISBN: 978-3-659-68346-6 |
The emergence
of Web 2.0 tools made the creation of online contents much easier. This
evolving concept emphasizes the fact that the user can now easily
participate in the delivery of Web contents. The work presents two empirical
studies within the higher education context.
The first study aims to understand faculty’s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty’s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty’s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor by their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students’ attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity. Keywords [
Knowledge Society] |
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TABLE OF CONTENTS
WEB 2.0 AND HIGHER EDUCATION. A psychological perspective
Chapter 1: Taking a psychological perspective
1.1. Introduction
1.2. Work Objectives
1.2.1. General Research Questions
1.2.2.
Specific Research Questions: Faculty and Web 2.0
1.2.3.
Specific Research Questions: Students and Web 2.0
1.3. Structure of the text
Chapter 2: Higher Education, Social Change and Technological Development
2.1. Introduction
2.2. History of
Higher Education in Europe
2.3. History of Higher Education in Portugal
2.4. Higher Education in
Europe – Recent Years and Present Day Situation
2.5. Higher Education
in Portugal – Recent Years and Present Day Situation
2.6. Present and
Future Challenges for Higher Education
2.6.1.
Massification of higher education
2.6.2. Globalization
2.6.3. Knowledge society
2.6.4. Information technology
2.7. Chapter Summary
Chapter 3: Higher Education and the Web 2.0 Challenge
3.1. Introduction
3.2. Social Software,
Web 2.0, Teaching and Learning
3.3. Web 2.0 in Higher
Education: Pedagogical Frameworks
3.4. Potential Uses
of Specific Web 2.0 Tools in Higher Education
3.4.1. Facebook (and other social
networking services)
3.4.2.
Blogs
3.4.3. Twitter (and other
microblogging services)
3.4.4. YouTube (and other media
sharing services)
3.4.5. Wikis
3.4.6. Podcasts
3.4.7. Tagging
3.4.8. Syndication through RSS and Atom
3.4.9.
Traditional Learning Management Systems (LMS's)
3.5. Critical Issues about
Web 2.0 and Higher Education
3.6. Chapter summary
Chapter 4: Web 2.0 Adoption in Higher Education
4.1. Introduction
4.2. Processes of Web
2.0 Appropriation in Higher Education
4.3. Models for Web
2.0 Adoption in Higher Education
4.3.1
Diffusion of Innovation Theory
4.3.2. Theory of Reasoned Action (TRA)
4.3.3.
Theory of Planned Behavior (TPB)
4.3.4. Technology Acceptance Model
(TAM)
4.3.5.
Combined Technology Acceptance Model / Theory of Planned Behavior
4.3.6. Decomposed theory of Planned Behavior (DTPB)
4.3.7. Unified Theory of Acceptance and Use of Technology (UTAUT)
4.4. Chapter Summary
Chapter 5: Selected Previous Studies
5.1. Introduction
5.2. Ajjan and
Hartshorne’s Models of Web 2.0 Adoption
5.2.1.
The (D)TPB Model of Web 2.0 Adoption by Faculty
5.2.2. The (D)TPB Model of Web 2.0
Adoption by Students
5.2.3. Summary of DTPB-based Findings by Ajjan, Hartshorne, and Ferdig
5.3. Mazman and
Usluel’s Educational Usage of Facebook Model
5.3.1. Factors related to Facebook
Adoption
5.3.2. Factors related to Purposes of Facebook Usage
5.3.3. Factors related to Educational Use of Facebook
5.3.4. Relations between latent variables in the model
5.4. Gangadharbatla’s
Study on Collective Self-Esteem and Attitudes toward Social Networking Sites
5.5. Ellison, et al. Study on Self-esteem,
Satisfaction with Life, Social Capital and Facebook Usage
5.6. Chapter Summary
Chapter 6: Empirical Research
6.1. Introduction
6.2. Objectives and
research questions
6.2.1.
Global objectives and common research questions to both studies
6.2.2. Research questions regarding Study A – Faculty and Web 2.0
6.2.3. Research questions regarding Study B – Students and Web 2.0
6.3. Research
hypotheses regarding Study A
6.3.1. Hypotheses regarding
sub-study A1 (Faculty and Web 2.0)
6.3.2. Hypotheses regarding
sub-study A2 (Faculty and Facebook)
6.3.3. Hypotheses regarding
sub-study A3 (Faculty and Blogs)
6.4. Research hypotheses
regarding Study B
6.4.1. Hypotheses regarding Sub-study B1 (Students and Web 2.0)
6.4.2.
Hypotheses regarding Sub-study B2 (Students and Facebook)
6.5. Chapter summary
Chapter 7: Web 2.0 Adoption by Faculty (study A)
7.1. Introduction
7.2. Method
7.2.1. Participants
7.2.2.
Material
7.2.3. Procedure
7.3. Descriptive Results
7.3.1. Demographic information
7.3.2.
General Indicators of Web 2.0 Adoption by Faculty
7.4. Results of Study A1 –
Academic Adoption of Web 2.0 by Faculty
7.5. Integrative
Model and Discussion of Results of Study A1 (Web 2.0)
7.6. Results of Study A2 –
Academic Adoption of Facebook by Faculty
7.7. Integrative Model and
Discussion of Results of Study A2 (Facebook)
7.8. Results of Study A3 – Academic Adoption of Blogs
by Faculty
7.9. Integrative Model and
Discussion of Results of Study A3 (Blogs)
7.10. Chapter Summary
Chapter 8: Web 2.0 Adoption by Students (study B)
8.1. Introduction
8.2. Method
undertaken
8.2.1.
Participants
8.2.2. Material
8.2.3.
Procedure
8.3. Descriptive statistics
of variables
8.4.
Sub-study B1 – Students’ Educational use of Web 2.0 (in General)
8.4.1. Descriptive results
8.4.2
Test of the research hypotheses
8.4.3. Discussion of Results and
Integrative Model: Sub-Study B1
8.5. Sub-study B2 – Students’ Educational Use of
Facebook
8.5.1.
Descriptive results
8.5.2.
Hypotheses testing
8.5.3.
Discussion of Results: Sub-Study B2
8.6. Chapter Summary
Chapter 9: Conclusion and future work
9.1. Introduction
9.2. Summary of
answers to research questions
9.2.1.
Answers to the General Research Questions
9.2.2.
Answers to Specific Research Questions: Faculty and Web 2.0
9.2.3. Answers to Specific Research Questions: Students and Web 2.0
9.3. Main
Contributions
9.4. Future work
References
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CV
Luís Borges Gouveia
lmbg@ufp.edu.pt,
http://homepage.ufp.pt/lmbg
CV
Luís Cunha
PhD in Information Science at University Fernando Pessoa, Psychologist graduated from the University of Porto. Experienced as a worker in Higher Education settings – presently appointed as director of a degree program in Communication and Digital Technologies, at ISDOM (Marinha Grande, Portugal). Also works as a psychologist in private practice. Main research interests are on interdisciplinary approaches to social media research combining computational and social science methodologies.
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