Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests

By Haya Ajjan, Richard Hartshorne. Internet and Higher Education, 2008

1,007 citations recorded by the source corpus.

Subfields: Education, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/49b2e5f33393e388701111a583b619a4a594ed82

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Citations in the corpus

The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “Social network sites embraces collaborative learning, engage individuals in critical thinking, and enhances communication andwriting skills by encouraging members to work in personalized environments (Ajjan & Hartshorne, 2008; Lockyer & Patterson, 2008).”
Factors affecting faculty use of learning technologies: implications for models of technology adoption (2013, background): “The current ﬁndings extend such work and complement those of Ajjan and Hartshorne (2008) by demonstrating that Internet self-efﬁcacy is associated with self-reported actual use of learning technologies by higher education faculty.”
Teacher Digital Literacy: The Indisputable Challenge after COVID-19 (2021, background): “What would make teachers become involved in a real methodological change was questioned at the time by Reference [65].”
Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “…collaboration, information and resource sharing (Mazman and Usluel 2010); encouraging participation and critical thinking (Mason and Rennie 2007; Ajjan and Hartshorne 2008); increased peer support and communication about course content and assessment (DiVall and Kirwin 2012); inter-cultural…”
Student-Teacher Interaction on Facebook: What Students Find Appropriate (2011, background): “…Attitudes, Community, eLearning, Educational Technology merging technologies—especially those referred to as Web 2.0 technologies, change the way people access, interact with, create, and share data and information (Ajjan & Hartshorne, 2008; Dearstyne, 2007; Maloney, 2007; Robbie & Zeeng, 2008).”
The role of social media in higher education classes (real and virtual) - A literature review (2013, background): “Additional faculty perceptions were studied by Ajjan and Hartshorne (2008) in which they collected survey data from 136 faculty members at a large university in southeast United States to investigate faculty’s awareness of technologies and benefits of adopting Web 2.”
Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education (2016, background): “In a study on teachers' awareness of pedagogical affordances, Ajjan and Hartshorne (2008) reported that most of the respondents showed positive attitudes towards integrating Social Media in their teaching. However, very few declared using these tools or planning to do so. Scarcely perceived usefulne”
Higher education scholars' participation and practices on Twitter (2012, background): “For instance, Ajjan and Hartshorne (2008) found that 74% of faculty studied did not plan on using social networking tools for instruction; Coddington (2010) found that social media use in higher education instruction is limited, as out of approximately 4600 faculty surveyed, 79% never used…”