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