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Title

Adoption of Twitter in higher education: a pilot study

Author(s)

Saeed, Nauman;  Sinnappan, Suku

Abstract

Twitter has experienced a tremendous growth since its inception and is considered as an effective and simple social medium for communication. Despite its huge uptake, less is known about the usage of Twitter as a learning tool especially within higher education. This study investigates the adoption of Twitter in an e-Commerce unit in an Australian higher education institution. Building on Twitter's inherent social features, an extension to Davis's original Technology Acceptance Model (TAM) is devised by including intrinsic and extrinsic motivation behaviours as predictors of Twitter usage. The empirical evaluation does not provide support to the original TAM constructs of usefulness and ease-of-use but reveals enjoyment and social norms as the strongest predictors. The study implications suggest a mind-shift in the adoption of Web 2.0 tools as compared to that of traditional Web technologies, i.e., Web 2.0 is more about enjoyment and social presence and not merely about how useful or easy-to-use a technology is.

Publication type

Conference paper

Research centre

Swinburne University of Technology. Faculty of Higher Education, Lilydale

Source

Proceedings of 'Changing demands, changing directions', the 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.), pp. 1115-1120

Publication year

2011

Keyword(s)

e-commerce studies;  Higher education;  Microblogging;  Motivation;  Pedagogy;  Social media;  Student engagement;  Technology acceptance;  Twitter;  Web 2.0 technologies

Publisher

University of Tasmania

ISBN

9781862956445

Publisher URL

http://www.ascilite.org.au/index.php?p=conference

Copyright

Copyright © 2011 Nauman Saeed and Sukunesan Sinnappan. The authors assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the authors.

Full text

Peer reviewed