Web 2.0 and Higher Education. A psychological perspective

Luís Borges Gouveia
Luis Cunha

February, 2015
Lambert Academic Publishing 
370 pages, dimensions (cm): 2,4 x 21 x 15

ISBN: 978-3-659-68346-6


CV - Luis Borges Gouveia

CV - Luís Cunha


Book abstract
Table of contents
de 2015
Última actualização: 20 / 03 / 2015

Web 2.0 and Higher Education 





Web 2.0 and Higher Education. A psychological perspective

Luís Borges Gouveia
Luis Cunha

February, 2015
Lambert Academic Publishing 
37p pages, dimensions (cm): 2,4 x 21 x 15

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.


[ Knowledge Society]
[ Technology Adoption]
[ Web 2.0]
[ Higher Education]
Psychological dimensions]


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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        



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Luís Borges Gouveia
lmbg@ufp.edu.pt, http://homepage.ufp.pt/lmbg   

Aggregation in Industrial Management and Engineering at University of Aveiro, PhD in Computer Science at University of Lancaster and MSc in Computer and Electrotechnical Engineering at University of Porto. Associate Professor at University Fernando Pessoa (Porto, Portugal). Current main research interests are on Networks and Complex Systems and how those approaches can enhance individual and organization life.

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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