Assessing Faculty’s Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model

Download

12.pdf

Date

2020

Author

Aburagaga, İsmail
Agoyi , Mary
Elgedawy, İslam

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

233
views

133
downloads

Recently, many educational institutes are expanding their education delivery methodologies to incorporate online, remote, and flexible learning, which is a strategic response to facilitate and fulfil the increasing demand for access to higher education. Unfortunately, online education requires substantial investments in different online education platforms, technologies, and infrastructure, creating obstacles for realising the online education strategy for many developing countries. In this paper, we argue that we could use social networks as one of the delivery platforms for online education, due to their easy access and popularity among young generations. Therefore, we carried out this study to measure and analyse the acceptance of faculty and educational stakeholders for social networks adoption as an educational delivery platform. Hence, we adapted the Technology Acceptance Model (TAM) to determine and analyse the factors and variants affecting faculty’s acceptance. We used the TAM as an internal variable, and we used privacy, infrastructure, institutional support and access devices as external variables to assess the faculty needs for adopting social networks into educational settings. The study examined 14 hypotheses corresponding to these factors using data collected from 382 respondents in six different universities within Libya, performing structural equation modelling, descriptive analysis, and confirmatory factor analysis. Results show that privacy, institutional support, perceived usefulness and perceived ease of use were seen to have a significant effect on behavioural intention. Additionally, perceived ease of use and behavioural intention contributed significantly towards the actual usage of social networks. The results also show that faculty and educational stakeholders have not provided enough for institutions or encouraged the use of social networks within the context of educational institutions across Libya.

Subject Keywords

General Engineering, General Materials Science, General Computer Science, Acceptance, Adoption, Higher education, Libya, Social network, Technology

URI

https://hdl.handle.net/11511/52309

Journal

IEEE Access

DOI

https://doi.org/10.1109/access.2020.3004200

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Interfirm relations and innovative capacity in Adana organized industry zone: a case study on textile firms Kavas (Dülger), Nihan; Erdil, Erkan; Department of Science and Technology Policy Studies (2006) Over the recent years, the learning capacity and knowledge creation ability of small and medium-sized enterprises (SMEs) have been increasingly highlighted. Cluster concept represents as a geographical agglomeration where SMEs overcome the structural constraint and develop inter-firm relationships based on the trust. The trust based inter-firm relations increase the opportunity of SMEs to establish cooperation and competition linkages. The present study investigated SMEs in textile sector to identify the in...
International knowledge transfer in European research and development programmes: Turkish case Yapar, O. Oğuz; Erdil, Erkan; Department of Science and Technology Policy Studies (2010) International programmes, namely Framework Programmes 6, 7, and European Research Cooperation Agency (EUREKA), aim supporting national Small and Medium Scale Enterprises (SMEs) to subcontract their research needs to Research and Technological Development (RTD) performers. Main objective of this thesis is to measure level of success of knowledge transfer from RTD performers towards Turkish SMEs within the FP6, FP7 and EUREKA. The thesis proposes a model for knowledge transfer consisting of four stages: initi...
Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation KİLİS, SELCAN; Yıldırım, Zahide (Elsevier BV, 2018-11-01) Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online th...
Comparing Course Engagement for Turkish Vocational Education Students: Cisco vs. Comparison Group Delialioğlu, Ömer; Ataş, Amine Hatun (null; 2017-05-20) The aim of this study is to compare course engagement for vocational education students who enrolled in the Cisco Networking Academy (CNA) courses and who took the network courses from the standard vocational education curriculum in Turkey. The comparison group was established in a way that students in both groups had very similar characteristics. The data were collected using a survey throughout 2 separate school years. The participants are 2793 vocational education students (Cisco Group=1373, Non-Cisco Gr...
Comparing Predictors of Teachers' Education for Sustainable Development Practices among Eco and Non-Eco Preschools PAMUK, DENİZ; Olgan, Refika (Turkish Education Association, 2020-01-01) Theory and practice of Education for Sustainable Development (ESD) in early childhood education (ECE) is still an emerging issue in all over the world. ESD practices should be integrated into existing ECE programs considering the role of eco-school program and preschool teachers at all levels of education both in nationwide and worldwide. Eco-schools program is one of the best practices representing ESD in formal education system. In addition, early childhood teachers either working at eco-preschools or not...

Citation Formats

İ. Aburagaga, M. Agoyi, and İ. Elgedawy, “Assessing Faculty’s Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model,” IEEE Access, pp. 116415–116430, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52309.