Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education

Autor/inn/en	Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo
Titel	Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education
Quelle	In: Internet and Higher Education, 16 (2013), S.57-65 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2012.02.001
Schlagwörter	Females; Access to Computers; Virtual Classrooms; Student Attitudes; Disadvantaged; Anxiety; Learning Processes; Internet; Video Technology; Computer Attitudes; Social Networks; Web 2.0 Technologies; College Students; Higher Education; Technology Uses in Education; Educational Technology; Gender Differences + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schülerverhalten; Angst; Learning process; Lernprozess; Social network; Soziales Netzwerk; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Geschlechterkonflikt
Abstract	Situated in the gender digital divide framework, this survey study investigated the role of computer anxiety in influencing female college students' perceptions toward Web 2.0 applications for learning. Based on 432 college students' "Web 2.0 for learning" perception ratings collected by relevant categories of "Unified Theory of Acceptance and Use of Technology" (UTAUT), the study revealed certain significant differences between genders on six Web 2.0 applications (blog, wiki, social networking tool, online video sharing tool, online game, and immersive virtual environment). Overall females felt more anxious of using Web 2.0 applications than males. However, such difference was not found on social networking tools and online video sharing tools. Therefore we contended that features of social networking tools and online video sharing might promote females' use of Web 2.0 applications. Future studies will cultivate the empirical relationship between genders and underlying learning processes afforded by Web 2.0 features. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10