Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education

被引：108

作者：

Huang, Wen-Hao David ^{[1
]}

Hood, Denice Ward ^{[1
]}

Yoo, Sun Joo ^{[1
]}

机构：

[1] Univ Illinois, Dept Educ Policy Org & Leadership, Champaign, IL 61820 USA

来源：

INTERNET AND HIGHER EDUCATION | 2013年 / 16卷

关键词：

Web; 2.0; Gender difference; Technology acceptance level; Anxiety; Higher education; INFORMATION-TECHNOLOGY; INTRINSIC MOTIVATION; INTERNET ANXIETY; USER ACCEPTANCE; STUDENTS; WIKI; PERCEPTIONS; ATTITUDES; WOMEN; AGE;

D O I：

10.1016/j.iheduc.2012.02.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2012 Elsevier Inc. All rights reserved.

引用

页码：57 / 65

页数：9

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