April 2012 Volume 15 Number 2 - Educational Technology & Society

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Blog, wiki and unified theory of acceptance and use of technology Koca and Usluel (2007) examined teachers’ usage of information and communication technology as reflected in Venkatesh et al. (2003) variables of UTAUT. They also investigated teachers’ perceptions of information and communication technology (ICT) in relation to their intention to use computer. The purpose of their study was to focuse on more effective ways to use ICT in schools. "Information and Communication <strong>Technology</strong> Acceptance and Usage Scale" was developed for data collection. Principal component analysis was used for construct validity of the scale. According to the principal component analysis results, 34 items were gathered under 8 factors. These were 1) intention 2) perceived usefulness 3) perceived ease of use 4) anxiety 5) social impact 6) self efficacy 7) facilitating conditions 8) voluntariness. These eight factors explained 73.73% of test scores. The score of Cronbach's α coefficient was calculated as 0.91. Teachers’ perceived usefulness, perceived ease of use, social factors, and self efficiency have significant effects on intention to use ICT. Huang, Yoo and Choi (2008) examined the relationship between the level of using Web 2.0 tools (blog, wiki, facebook, youtube, skype, second life) and learning styles of university students. Researchers developed a measurement tool according to the UTAUT in order to determine the level of using Web 2.0 tools. At the end of the research many students found Web 2.0 tools easy to use. Liu (2006) investigated the wiki’s future to understand its development. The research was based on investigation of behavior of wiki users and provided useful suggestion for future research and practical usage. The research was based on UTAUT. The researcher investigated wiki users’ acceptance behavior, through valid questionnaires. The results showed that performance expectancy, effort expectancy, facilitating conditions, and user involvement have positive effects on wiki users’ intention of use. Social influences have no significant effect on wiki users. User involvement has the most significant effect on wiki users’ intention of use. The researcher explained that the results might be utilized for future wiki system development suggestions to improve on its usability and adaptability. The results of the researches showed that unified model explains the usage of technology intention substantially. It is observed that perceived usefulness and perceived ease of use come to the fore in related studies with UTAUT. Research questions Nowadays, there is an increasing interest in using blog and wiki, in teaching-learning process. Despite having great benefits in many ways, the differences between blog and wiki need to be investigated. Researches have shown that while the blog has been used for more personal purposes, the wiki has been used more for group purposes (Gunawardena et al., 2009; Parker & Chao, 2007; Masek & Hingston, 2007; Godwin-Jones, 2003). Differences between blog and wiki also reveal of their usage. Therefore, a comparative review of these two new social software tools is important with respect to perceived usefulness, perceived ease of use, intention, self-efficacy, and anxiety. Moreover, this research includes the relationship between blog and wiki usage intention. This is one of the few researches which analyses together these two important and new social software tools: blog and wiki. The research is also very important for providing a comparative perspective about these tools. In this study the research questions were: i. Is there a difference between blog and wiki in terms of perceived usefulness, perceived ease of use, intention, anxiety and self efficacy ? ii. Do perceived usefulness, perceived ease of use, anxiety, and self-efficacy variables predict the blog’s usage intention in a significant way? iii. Do perceived usefulness, perceived ease of use, anxiety, and self-efficacy variables predict the wiki’s usage intention in a significant way? Methodology Research design This study compared blog and wiki in terms of perceived usefulness, perceived ease of use, intention, self efficacy, anxiety and examined the intentions of usage. Casual-comparative research model was used in this study. Data were 197
collected through Personal Information Survey, Blog Acceptance and Usage Scale and Wiki Acceptance and Usage Scale. Participants Data collection process of the study was carried out in two stages. The first stage is the validity and reliability studies of the data collection tools, namely, "Wiki Acceptance and Usage Scale" and "Blog Acceptance and Usage Scale". The validity and reliability analysis of the scales were performed on a sample of 77 blog users and 51 wiki users who had used these tools in their lessons before. After the validity and reliability studies of measuring tools, the research group was determined of 92 students from departments of Turkish Language Education, Elementary Mathematics Education, Early Childhood Education and Mixed Group students of Foundation University. Thirty students from departments of Turkish Language Education, 26 students from departments of Elementary Mathematics Education, 25 students from departments of Early Childhood Education and 11 students from departments of Mixed Group participated to the research. Thirteen percent of the participants men, 87 percent women in a total of 92 students participated to the research. Demographic characteristics of the research group were examined by looking at their computer usage experience, duration of computer usage and blog-wiki usage status. Nine percent of the students stated that they were beginners, 87% said that they were at the intermediate level, and 4% said that they were advanced users. In response to a question as to how long they had been using computer, 3% said less than 1 year, 14% reported 1–3 years, 24% said 4–6 years, and 59% said more than 6 years. Seventy five students expressed that they were not able to use blog and 80 students expressed that they were not able to use wiki before. Study procedure First of all, blog and wiki platforms have been installed on the server of the university under the wordpress application. In Computer II course blog applications were completed in two weeks and wiki applications were completed in three weeks. Between blog and wiki applications, two weeks break was given. Implementation process was carried out in parallel at all departments. First, the trial platforms were created for the students to provide equal knowledge level and create basic knowledge about blog and wiki. A few implementations were realized on these trial platforms. Then in the blog platform, the students discussed on the subjects of "Positive and negative effects of computers and internet on children and young people" and "Advantages and disadvantages of computer based education". All classes discussed amongst themselves. However, all discussions were followed by individual students as well. Thus, a small discussion platform was created for the Faculty of Education. After the blog application, all classes selected a unit title within their own courses and created content on wiki platform by working in groups of 3–4 persons. However, all content creation works were followed by students as a group. Thus, a small encyclopedia was created for the Faculty of Education. The process of discussion on blog platform lasted two weeks and the process of content creation on wiki platform lasted three weeks. The scales administered after the treatment. Instruments Personal Information Survey Scale includes a total of nine questions about the gender of participants, their departments, their classes, their computer using time, and their computer using experience. Personal information form was applied to the students before the other scales. 198
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Page 153 and 154: 1) Reading the article: At the star
Page 155 and 156: Effects of RCKI principle-based ped
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Page 159 and 160: Valsamidis, S., Kontogiannis, S., K
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Page 163 and 164: First, the number of the sessions a
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Page 167 and 168: As shown in figure 3, all metrics c
Page 169 and 170: Figure 7. The detailed results for
Page 171 and 172: Enright, A. J., van Dongen, S., Ouz
Page 173 and 174: Chu, S. K. W., Kwan, A. C. M., & Wa
Page 175 and 176: teachers, as well as collaboration
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Page 179 and 180: Table 5 summarizes the students’
Page 181 and 182: eading blogs (i.e., reminders, easy
Page 183 and 184: Luehmann, A. L. (2008). Using blogg
Page 185 and 186: Uzunboylu et al. (2009) examined th
Page 187 and 188: System implementation Overview of M
Page 189 and 190: Methods Before the experiment, a mo
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Page 201: Literature review The related varia
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Page 207 and 208: In this problem, intention was take
Page 209 and 210: References Ajjan, H., & Hartshorne,
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Page 213 and 214: Students perused the course materia
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Page 221 and 222: collection was also approved by all
Page 223 and 224: Ubiquitous Revision Seamless Collab
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
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Page 237 and 238: 4PL IRT model According to the numb
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Page 247 and 248: Table 6. Repeated Measures ANOVA of
Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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April 2012 Volume 15 Number 2 - Educational Technology & Society

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