A theoretical model for the application of Web 2.0 in e-Government

Government organisations in many countries have started embracing modern technologies such as second generation web (Web 2.0) in an attempt to maximize on the benefits of these technologies as well as keeping up with the current trend. Nevertheless, the advancement and the adoption of these of technologies is in its initial stages in the public sector. Therefore, the research problem is that the literature surrounding the application of Web 2.0 is still highly tentative and exploratory. In particular, there is a lack of research exploring the application of Web 2.0 technologies in the context of local e-Government. This study aims to address this research problem by presenting a comprehensive decision-making tool to aid the effective application of Web 2.0 technologies amongst local government authorities (LGAs). In doing so, resulting in the development of a theoretical model that is underpinned by information systems evaluation criteria and impact factors of Web 2.0 from an internal organizational perspective. By addressing the research problem, this study will make a significant contribution to the normative literature by providing new insights of Web 2.0 technologies within the public sector. This will be of specific relevance to scholars, policy makers, LGAs and practitioners who are interested in the adoption of Web 2.0 technologies in an e-Government context. This paper presents the proposed theoretical model and is largely devoted to an explanation on the development of the model

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Factors influencing the usage of web 2.0 tools in higher education.

Doctoral Degree. University of KwaZulu-Natal, Durban.The purpose of this study was to investigate the factors that influence the usage of Web 2.0 tools among academics in higher education in South Africa as well as the barriers that may arise when using these tools. Web 2.0 technology tools have potential for teaching and learning, but currently there is a low rate of usage in higher education in South Africa (Yadav & Patwardhan, 2016). Therefore, this study examined the current situation of Web 2.0 technology tools in two private, South African higher education institutions (Monash South Africa and Pearson Institute of Higher Education) in Gauteng. The main research objective was to determine the factors that influence the usage of Web 2.0 tools in higher education. A case study approach was adopted to determine how an institution can effectively manage the use of Web 2.0 tools by performing a cross case study of the two organisations. The researcher used a mixed methods approach, combining quantitative and qualitative analysis. The quantitative data was analysed using descriptive and inferential statistics and the qualitative data was analysed using thematic analysis. The results of the qualitative analysis were triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The researcher developed a conceptual model representing the factors that influence the usage of Web 2.0 tools in higher education. The proposed model is based on the empirical results of this study. The study identified the contributory factors of usage of Web 2.0 tools. This comprised of individual factors, organisational factors, perceived usefulness and perceived quality characteristics that influenced academics to use Web 2.0 tools to supplement traditional classroom teaching. The findings revealed the current level of usage of Web 2.0 tools among academics in higher education. The current level of usage of Web 2.0 technology tools are low at Pearson Institute of Higher Education and Monash South Africa. A total of 7% of academics at Pearson Institute of Higher Education make use of Web 2.0 tools for teaching and only 16% of academics at Monash South Africa made of Web 2.0 tools in education. Individual factors (barriers) was one of the main factors that influenced the usage of Web 2.0 tools in higher education; organisational factors (training and support) is crucial for the successful usage of Web 2.0 tools; academics agree on the different perceived usefulness that exist to enhance and supplement traditional learning; perceived quality characteristic factors (ease of use) also contributed towards the usage of using Web 2.0 tools in teaching and learning. This study contributed to the general area of technology integration in education. It provided insight into the factors predicting usage of Web 2.0 tools in higher education to supplement traditional teaching approach

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model

In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper

A framework for the adoption and diffusion of Personal Learning Environments in commercial organisations: an exploratory study in the learning and development sector in the UK

This study presents an exploratory approach to identify the main factors of Personal Learning Environment (PLE) adoption and diffusion within commercial organisations. Utilising an inductive investigative approach via the use of Grounded Theory methodology, relevant adoption factors were identified and their resulting influence during various stages of the innovation diffusion process were proposed. Data was collected using semi-structured interviews followed by systematic analysis using a three-staged coding process. The results revealed 10 factors affecting the adoption of PLEs influencing the innovation diffusion process at various stages. Informed by the Technology Acceptance Model and Innovation Diffusion Theory, the proposed model could have important implications for key decision makers within commercial organisations, while adopting, rejecting and assimilating new technological innovations (e.g. PLE) for learning delivery

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 259