Awareness of and Use of Web 2.0 Tools Among Students in Nigerian Universities
Kolawole Akinjide ARAMIDE
Abadina Media Resource Centre
University of Ibadan
Helen O. AKINADE
College of Medicine
University of Lagos Teaching Hospital
This study investigated the extent of awareness and use of Web 2.0 tools among the students in Nigerian universities. The questionnaire designed for the study was administered to 210 purposively selected students from two Universities in Nigeria. 77.6% which was consider. The study established a low level of awareness about Web 2.0 tools (Mean = 1.42) and a low level of general use of Web 2.0 tools (Mean = 1.28), and a low level of use of Web 2.0 tools for academic and research purposes (Mean = 1.15) among the students in Nigerian universities. The low level of use may be traced to the low level of awareness just as the low level of use for academic and research use may be traced to the low level of general use.
Also, the study revealed a low level of use of Web 2.0 tools for specific teaching and learning purposes by the students. The study established that there is a significant difference in the use of Web 2.0 tools between the male and female students in Nigerian universities just as it established that there is no significant difference in the use of Web 2.0 tools between the undergraduate and postgraduate students. A significant relationship was also established between the level of awareness and extent of use of Web 2.0 tools among the students in Nigerian universities.
The study recommended the need to educate and orientate the students on the potentials of Web 2.0 for teaching and learning and on the need for the students to work towards maximizing the use of Web 2.0 tools for academic and research purposes.
Keywords: Web 2.0 tools, Awareness, Use, Academic and Research, Teaching and Learning
The advent of Web 2.0 tools have given education, especially teaching, learning, and research a new face. The interactive nature of the tools has made it more relevant and useful in the teaching and learning process just as Web technologies are changing the old patterns of learning and enabling new ones in through the provision of opportunities to people to learn about new topics by increasingly looking online for information, articles, webcasts, book reviews, and courses. Also, the Web technologies brought about the growth in informal approaches to learning in addition to formal approaches to learning, such as courses and tutorials; while also providing people opportunity to share content online, thereby assuming not only the role of learners but also that of instructor (Shank, 2008). The Web 2.0 tools have quickly become the technologies of choice by college students and an integral part of the “behind the scenes” college and university experience (Selwyn, 2007). Since inception in 2004, virtually all educational institutions in developed and developing countries are investing in facilities to facilitate the use of Web 2.0 in teaching and learning such that the adoption rates in universities and colleges have been a remarkable one. In addition to the incredible usage rate among students, there are a number of unique features that make Web 2.0 tools amenable to educational pursuits. For example, Facebook as a Web 2.0 tool is equipped with bulletin boards, instant messaging, email, and the ability to post videos and pictures. Most notably, anyone can post information and collaborate within the system. Web 2.0 can be regarded as one of the best things that have happened to the education space in the 21st century. Web 2.0 tools have emerged with the potential to change the teaching and learning paradigm especially in tertiary education and has also come with facilities that enable students to access and create collective knowledge through social interactions...
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