A Measurement Model of Connectivism in Adopting Web 2.0

The emergence of Web 2.0 is pervading higher education and has potentials to trigger enhancement in students' learning. In this digital age, colleges and universities could take advantage of the new ways that students are communicating with one another by adopting Web 2.0 in learning through the lens of connectivism. This paper describes the utility of exploratory and confirmatory factor analysis in validating the adoption of Web 2.0 through connectivism questionnaire which consisted of 62 items. This survey-based study explored 195 students' use of Web 2.0 technologies and tools in learning programming. Five viable factors with 24 items were extracted from the principal component analysis procedure with normalised varimax rotation in which the factors were labeled as diversity, openness, autonomy, interactivity and self-regulated strategies which are consistent with the theory. 22 items were retained and rather substantiated for the construct validity of connectivism measurement model with slight modifications to enhance the integrity of the model. Interestingly, the five-factor model of connectivism suggested that the model was adequate for the second-order factor investigation. The foregoing psychometric properties via both factor analytical procedures somewhat corroborate the practicality of connectivism measurement model for further investigations.