6.3 Utilization of Web 2.0 Technologies among Academics and Students
6.3.2 Purpose of Academics and Students’ Use of Web 2.0 Technologies
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a similar tone noted that Facebook was building other educational platforms that would guarantee more dynamic ways of creating, connecting and collaboration to enhance TAL in the classroom. In recent times, Facebook has made greater achievements and has become irresistible to many academics and other members of the academic community so much that some envisage this might lead to addiction (Zaremohzzabieh, Samah, Omar, Bolong and Kamarudin (2014:11), if not properly managed. Findings from studies by Ajise and Fagbola (2013) and Okereke (2014) have revealed a high level of awareness about Web 2.0 technologies among academics in Nigeria. In contrast, Mbatha (2013) argues that academics have not fully embraced the use of Web 2.0 technologies for educational purposes. This corresponds with the findings of Aramide and Akinade (2012) and Echeng and Usoro (2014) who noted that the passion for the use of Web 2.0 technologies for academic purposes in Nigeria among academics was still low. However, the authors in agreement with Olasina (2011) found that wikis and newsgroups/online forums were mostly used by academics for research purposes in Nigeria.
The current study also revealed that undergraduate students used Web 2.0 technologies for communication (94.6%), searching for needed information (87%), research activities (77%), academic-related activities (69.8%), accessing learning resources, lecture notes and materials (73.4%), sharing educational materials (52.3%), sharing specific knowledge related to learning (58.6%), personal activities (74.3%) and social based activities (69.5%), news updates (77%), fashion-related information (39.6%), online group discussion (65.9%), and submitting assignments or tests (54.6%), among others. The current finding indicates that students (70% to 95%) in the universities surveyed mostly used Web 2.0 technologies for communication, searching for needed information, research and personal activities and academic-related activities. The findings of the current study are in agreement with existing literature on the usefulness of Web 2.0 to students. Chawinga‟s (2014) study on Web 2.0 technologies use for TAL activities at Mzuzu University in Malawi found that a substantial number of students, between 50.7% and 94.1%, used Web 2.0 technologies to search for information, to communicate with lecturers, to submit assignments, to communicate with friends on academic work and to share content with fellow students. Maloney (2007) emphasized that Web 2.0 technologies assist students to create and share information with others. These findings are in
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tandem with the ones found in the current study which explain that Web 2.0 technologies are useful for learning purposes.
The ongoing study revealed the versatility of Wikipedia, Facebook and social networking tools as students tended to use them more than others tools. Kanelechi, Nwangwa, Yonlonfoun and Omotere (2014) examined the influence of social media usage on the research skills of undergraduates at six different universities from the six geo-political zones in Nigeria. The study found that undergraduates relied on, and frequently used Wikipedia as a major source of information. They also found that the students used Facebook more to either generate ideas from colleagues about their research focus than they used Wordpress or Blogger to develop creative writing skills. Other studies ranked Facebook as the most used SNS among university students (Ophus and Abbitt, 2009 and Shanaz 2010). Similarly, Kuss and Griffiths (2011) found that about 57% of students used SNSs while more than 68.5% of young adults and teenagers used Facebook on a regular basis. Those students that used Facebook did so specifically because it helped them to stay in touch with friends not regularly seen. In the same way, Mack, Behler, Roberts and Rimland (2007) in an earlier study identified Facebook as an excellent tool for communicating with students, while Kosik (2007) found that some students at Pennsylvania State University used Facebook to contact classmates about information on assignments. Findings on Facebook‟s usefulness in enhancing education are consistent with the discovery of recent studies. For instance, Zaremohzzabieh et al. (2014) found that Facebook was one of the most significant and extensively used means of communication. Facebook has also made numerous accomplishments and is desired by many students and other members of the academic community so much that some anticipate that its overuse this might lead to addiction (Zaremohzzabie et al. 2014:11) among students, if not properly managed. More recently, Diyaolu and Rifqah (2015) in a study conducted in Nigeria confirmed that students commonly used Web 2.0 technologies especially Google docs, Wikipedia, blogs and social networking tools (including Facebook and Twitter) for sharing school assignments, school information and friendship. Downes (2007) argued that Facebook is unique among other SNSs and that its use is deep-seated among members of the academic environment.
However, the current study results as presented in Section 5.3.1.3 indicates variation in the purpose of usage of these Web 2.0 technologies among academics and students. For instance, while up to 83.6% of academics employed Web 2.0 for academic related activities, only 69.8%
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of students did. Again, more students (up to 65.9%) than academics (up to 52.8%) used Web 2.0 for online group discussion. The variation in what academics and students used Web 2.0 technologies for may be attributed to factors such as knowledge of the technologies‟
functionality and individual tasks and responsibilities. Findings gathered from Heads of Faculties and librarians also support the findings from the qualitative study, indicating that academics and students utilized Web 2.0 technologies for academic, personal, research and educational purposes. The current study contributes to the body of knowledge discussed by identifying a number of activities for which academics and students used Web 2.0 technologies.