|dc.description.abstract||This study investigated the extent of use of Web 2.0 technologies for teaching and learning (TAL) purposes in selected federal universities in southwest Nigeria. The study addressed the following research questions: What kinds of Web 2.0 technologies are used by academic staff and students, and for what purposes? To what extent are Web 2.0 technologies integrated into TAL in Nigerian universities? How does system quality, information quality and service quality influence attitude towards the use of Web 2.0 technologies for TAL in the federal universities? How does attitude influence intention to use Web 2.0 technologies for TAL in the federal universities? How does media synchronicity influence intention to use Web 2.0 technologies for TAL in the federal universities? What net benefits can be derived from the use of Web 2.0 technologies for TAL purposes? The study was guided by a blend of theoretical frameworks that included the updated DeLone and McLean model; the Media Synchronicity Theory and Technology Acceptance Model. The study adopted the post-positivist paradigm and employed the mixed methods approach with quantitative method as dominant over qualitative method. A convergent mixed method design was employed along with the survey research design using structured questionnaires and semi-structured interviews to collect quantitative and qualitative data respectively. The population of the study comprised of undergraduate students and academic staff drawn from two purposively selected federal universities in Southwest Nigeria. Survey questionnaires were used to collect data from 195 academic staff and 331 undergraduate respondents, while interviews were used to elicit data from 8 heads of faculties and 8 faculty librarians. Quantitative data was analysed using descriptive statistics and SPSS while qualitative data was analysed using thematic analysis. Results of quantitative data analysis were presented using tables and charts while the results of the qualitative data analysis were presented in narrative description. Reliability and validity of survey instruments were ascertained through pre-test of data collection instruments and Cronbach Alpha test respectively. Response rates of 81.3% for academic staff, 93.8% for students and 87.5% for faculty heads and librarians respectively were achieved.
The findings revealed a high level of awareness and use of Web 2.0 technologies among academic staff and students. The findings further established frequent or occasional use of Web 2.0 technologies such as Wikipedia, Instant messaging, Facebook, WhatsApp, YouTube, LinkedIn, Skype and blogs. The findings also revealed that students were more enthusiastic about the use of Web 2.0 than academic staff. Moreover, the findings revealed that service quality, information quality, and system quality jointly influenced attitude towards the use of Web 2.0 technologies for TAL. The findings revealed a significant positive relationship between attitude, media synchronicity and intention to use Web 2.0 and net benefits of using Web 2.0 for TAL purposes. The findings established system, information and service quality, net benefits, attitude, intention to use and media synchronicity as major factors influencing academic staff and students‟ use of Web 2.0 in Nigerian federal universities. The originality of the study is based on the following facts: it examined a wide range of Web 2.0 technologies not covered in previous studies; it demonstrated an increase in the level of awareness and use of the technologies among academics and students particularly for TAL purposes; and provided a framework for developing Web 2.0 TAL models particularly for developing countries. The study makes significant contribution in the areas of policy, theory and practice. From the policy perspective, the study contributes towards the design policies that will support the integration and use of Web 2.0 technologies for TAL. Theoretically the study contributes towards laying a foundation to guide the design of models on information technology utilisation especially the Web 2.0 and particularly for studies conducted in developing countries. With regard to practice, the study contributes towards improving TAL activities and enlightening academics and students on various Web 2.0 technologies‟ usefulness for TAL purposes. Based on the research findings, the following conclusions are drawn: the use of Web 2.0 technologies for TAL purposes was still low in the Nigeria universities surveyed; and that, attitude is an important factor that is most likely to influence the future use of Web 2.0 by academic staff and students. In addition, integrating Web 2.0 technologies that have greater benefits for TAL purposes is most likely to aid academic staff and students‟ intention to use the technologies. The study makes the following recommendations from policy, practical and theoretical perspectives: from the policy perspectives, the university should consider the development of institutional policy on the integration of Web 2.0 in TAL activities. As far as practice is concerned, the university should consider putting in place a programme of capacity building to equip academic staff and students with skills needed to make effective use of Web 2.0 for TAL purposes. In addition, a programme of creating awareness about the utility of Web 2.0 technologies among academic staff and students for TAL purposes should be prioritized. From the theoretical perspectives, it is recommended that the gaps identified in literature and in the theories reviewed, should be further investigated in future research. Such gaps include among others: investigation on specific use of different Web 2.0 technologies for TAL in Nigerian universities; use of theories and qualitative approaches to investigate use of Web 2.0 among academics and students; identification of the most effective methods of integrating Web 2.0 technologies into TAL activities; and expanding studies to include postgraduate students.||en_US