Chapter 7: Summary, Conclusion and Recommendations
3.4 Factors influencing Use of Web 2.0 for TAL
3.4.2 Information Quality of Web 2.0 Technologies
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users. This implies that challenges with system quality could interrupt academics‟ and students‟ decisions on using Web 2.0 technologies for TAL purposes. Essentially, there is a need to investigate on how system quality influences attitude towards use of Web 2.0 technologies for TAL practices especially in the university setting. In addition from the literature reviewed, system quality is understood to be a multidimensional construct with an embodiment of features that can affect use of technologies. Nevertheless, a critical review of literature revealed that studies involving the use of system quality construct tested its influence or effect on either use, intention to use or user‟s satisfaction as proposed in the original D&M model. Few researchers such as Petter and McLean (2009), Ajjan and Hartshorne (2008), Hartshorne and Ajjan(2009), Wang, Chou and Chang (2009), Floropoulos et al. (2010) and Kapoor, Dwivedi and Lal (2013) examined its influence on user‟s attitude with most of them using related attributes such as ease of use and PEOU to refer to System quality. To fill this gap, this study seeks to examine the influence of system quality on academics‟ and students‟
attitudes towards use of Web 2.0 technologies for TAL in Nigeria universities.
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define quality content as whether the presentations or lecture notes are easily understandable, up-to-date, and rich in content. Quantitative results of their study further verifies the significance of interactive content in both blended and online learning (r = 0783; p = 0.01).
Researchers have focused on identifying important dimensions of information quality but have only reached agreement on the point that information quality is a multi-dimensional concept, for which a wide-range of studies have presented a number of indicator variables (Lee, Shin and Lee 2009). Information quality comprises of the content issues that are geared toward providing academics and students with personalized, complete, relevant, easy-to-understand, and secure information (Lwoga 2014a). Okechi and Kepeghom (2013) added that information quality is the desirable characteristics of the system outputs, that is, the results of Web 2.0 applications. It is assumed that academics and students would expect these information qualities in the Web 2.0 technologies to be used as TAL. Some of the characteristics or measures of information quality highlighted by Delone and Mclean (2004), Masrek et al.
(2010), Okechi and Kepeghom (2013) and Lwoga (2014a) include availability, relevance, timeliness, usability, understandability, accuracy, precision, completeness, currency, personalization and security.
A large body of research also exists on information quality (Data quality) and its underlying dimensions. Some of the research includes Delone and Mclean (1992), Wang and Strong (1996), Lee, Strong, Kahn and Wang (2002), Delone and Mclean (2003), Delone and Mclean (2004), Lee, Shin and Lee (2009), Arazy and Kopak (2011), Yim and Shin (2013), Okechi and Kepeghom (2013) and Lwoga (2013). Masrek et al. (2010) found information quality to have a strong influence on user satisfaction in the context of academic library portal. This corroborates with the results of other IS studies such as Petter, DeLone and McLean (2008), Petter and McLean (2009) and Urbach and Müller (2012) which also discovered a significant influence of information quality on user satisfaction and net benefits.
A number of studies also considered the impact of information quality on Web 2.0 services or applications (Lin 2008; Kim et al. 2009; Lee, Shin and Lee 2009; Udo, Bagchi and Kirs 2010 and Lwoga 2013). Some of these have shown that information quality or other related attributes such as availability, relevance, timeliness, usability, understandability and accuracy have significant influence on use, user satisfaction, behavioural intention to use and attitude.
Cheng‟s (2012) study revealed that information quality has significant positive impacts on
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perceived usefulness of e-learning systems. Halonen, Acton, Golden and Conboy (2009) in a study in Ireland also indicated that information quality has a significant impact on use and user satisfaction, as observed by DeLone & McLean (2003), Holsapple and Lee-Post (2006) and Lin (2007). In addition, two thirds of the respondents agreed that the technology supported them in accomplishing the degrees (Halonen, Acton, Golden and Conboy (2009:13). Hence, they concluded that (the quality) of information is an important factor in the virtual learning environment. Findings from Ramayah and Lee‟s (2012) study on use of e-learning systems indicated that information quality (β = 0.37, p < 0.01) is positively related to user satisfaction.
The quality of information produced by an IS (such as Web 2.0) especially in a learning environment is essential. This is also supported by the findings of Trkman and Trkman (2009) who maintained that while a wiki (Web 2.0 application) may bring significant benefits and transformation to an organization‟s information/knowledge management, the main challenges remain the same as with earlier technological solutions, such as the lack of control over quality (of information or data).
Lwoga (2013) in a survey on the adoption of library 2.0 technologies among undergraduate students in the African context, with a focus on Tanzania, investigated the effect of information quality on user satisfaction by evaluating four major indicators, namely information timeliness, relevancy, completeness and accuracy. Findings from the study revealed that information quality, when compared with system quality, had the largest effect on user satisfaction which substantiates the findings of previous IS studies such as Petter, DeLone and McLean (2008); Petter and McLean (2009); Masrek et al. (2010) and Urbach and Müller (2012). It could be assumed then that the quality of information existing or generated by Web 2.0 technologies may be important reason for students to develop a positive attitude towards its use for TAL purposes.
Although, results from several studies reveal and support that information quality is an indispensible factor in determining and explaining IS success, there has been an oversight on the impact of information quality on the attitude of IS. Davis, Bagozzi and Warshaw (1989) emphasized that attitude builds eagerness for a major technology adoption and use. Fishbein and Ajzen (1975) also pointed out that attitudes of individuals can greatly influence social behaviours (such as the use of Web 2.0 in TAL). Inherently, it is assumed that a relationship exists between information quality and attitude towards system use. This relates to the study‟s
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research Question Three that examined the influence of information quality on attitude towards use of Web 2.0 for TAL purposes. Selected metrics that were used to measure information quality include Web 2.0 technologies ensures information availability; Web 2.0 technologies provides me with sufficient information for teaching/learning; information provided by Web 2.0 technologies are clear and unambiguous; and Web 2.0 technologies provide me with relevant information for my academic activities.