Abstract
The purpose of this study was to examine faculty members'perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies compared with traditional classroom delivery of courses; their overall satisfaction; the level of faculty development programs available; and their perceived effectiveness and impact of faculty development and issues and barriers affecting technology integration. This study also examined the influence of gender, age, and employment status on faculty members’ perceptions of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. This study used a nonexperimental, quantitative descriptive research design to investigate faculty members’ perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. Participants for this study included full-time and part-time faculty members teaching at a public university in the United States. The results indicated that there is a relationship between faculty members’ perception of teaching college courses utilizing Web 2.0 technologies versus traditional classroom method; there is a relationship between faculty members’ gender and perception regarding their use of Web 2.0 technologies in their courses; and there was a relationship between faculty members'age and perception regarding their use of Web 2.0 technologies in their courses.
Highlights
There are a number of institutions that influence information technology innovation, including government authorities, international agencies, professional and trade and industry associations, research-oriented higher education institutions, trendsetting corporations, multinational corporations, financial institutions, labor organizations, and religious institutions (King et al, 1994)
This study examined the influence of gender, age, and employment status on faculty members’ perceptions of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods
This study investigated faculty members’ perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods
Summary
There are a number of institutions that influence information technology innovation, including government authorities, international agencies, professional and trade and industry associations, research-oriented higher education institutions, trendsetting corporations, multinational corporations, financial institutions, labor organizations, and religious institutions (King et al, 1994). From blogs to virtual worlds, and wikis to interactive technology, students are learning through a number of new channels, and it is up to the faculty members to infuse this technology into their curriculums (Chuang, 2004). For the past thirty years, information technologies have revolutionized the way faculty members teach and students learn (Weyant & Gardner, 2010). In today’s economy institutions of higher education must constantly produce at the human and technological levels in order to remain competitive (Fillion et al, 2006). The United States Department of Education established a project in 1998 to advocate the effective infusion of technology into teacher education (Thompson, 2005) This project was established 21 years after the personal computer was introduced, and a mere three years after the Internet was introduced (Sibbet, 1997)
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