A framework development for the adoption of information and communication technology web technologies in higher education systems

Abstract

many learners who enrol are novice users of Web 2.0 and Web 3.0 tools and require optimal support to bridge the gaps and the knowledge and skills exposure required. The problem with educators’ inability to incorporate Web 2.0 and Web 3.0 tools in their teaching and learning practices exists. Method: A mixed-method approach was applied in this study. The researchers conducted 15 separate interviews with educators coupled with randomly distributed questionnaires to students across three universities (North-West University [NWU], University of South Africa [UNISA] and University of Pretoria [UP]), a total of 969 was recoverable and analysed using analytical tool ATLAS.ti and SPSS. The researchers further validated the data consolidating both techniques used to generate a holistic assessment of the data analysed from the quantitative to support the qualitative findings. Results: Findings revealed that these tools are useful and will have a positive effect on the pedagogical environment, although there are challenges that may be considered during the adoption. These challenges relate to human factors (e.g. technophobia and cultural beliefs), security issues (e.g. privacy and intellectual property rights [IPRs]), ethical and legal issues, ICT infrastructures (e.g. cost implication, risk and ICT teaching facilities); and university policy frameworks. Conclusion: Despite these challenges, Web 2.0 and Web 3.0 technologies in HES offer varieties of teaching and learning platforms and an improved business administration process.