USE OF WEB 2.0 TECHNOLOGY IN HIGHER
EDUCATION IN THE REPUBLIC OF CROATIA1
Anita PRELAS KOVAČEVIĆ
College of Virovitica, Matija Gupca 78, 33000 Virovitica
e-mail:anita.prelas.kovacevic@vsmti.hr
Tel:033/721 099; Fax: 033/721 037
Ivana VRHOVSKI
VERN' University of Applied Sciences, Trg bana Josipa Jelačića 3, 10000 Zagreb
e-mail:ivana.vrhovski@vern.hr
Tel:01/ 4881838; Fax: 01/ 4881830
Josip BRITVIĆ
College of Virovitica, Matija Gupca 78, 33000 Virovitica
e-mail:josip.britvic@vsmti.hr
Tel:033/721 099; Fax: 033/721 037
Abstract:
Ubiquity and availability of technology and ICT today has significant implications for higher
education. Education and learning processes are marked by the dynamic changes and
pioneering efforts and have significantly evolved over the last hundred years. In the
beginning, learning processes were limited to written materials (handouts) that were sent to
students' homes, which was followed by the use of radio and television for teaching purposes,
all of which eventually made way for web-based technologies and led to digital learning
(Jamlan, 2004).Technological changes have significantly affected not only the learning
process but also the very role of teacher and student in the learning process. Web 2.0
technology offers a new and modern approach to education, a new way of teaching and
learning, i.e. new methods used for exchanging ideas, information and knowledge, as well as
for creation of own knowledge in virtual environment.
In addition to the theoretical part, this paper will also present the study carried out at 14
institutions of higher education in Croatia with the main goal to establish to what extent web
2.0 technology is used in the teaching process by Croatian professors in higher education.
Key words: higher education, ICT, web 2.0 technology
JEL classification codes: I290
1
The data presented in this paper are of preliminary nature, and present a segment of the author's (Anita
Prelas Kovačević) Ph.D. research project.
Introduction
One of the basic human needs is the need to interact with other people. The ways, i.e. the
means used to share ideas and information as well as knowledge constantly change and
develop. In the past human network was limited to the so called face-to-face communication.
However, birth of new (different) media has widened the reach of our communication. (Cisco
Systems) 2. In the opinion of Cisco's experts, communication, cooperation and interaction are
the basis of modern education. Moreover, the wide spread of Internet as well as the
development of the Internet-based technology (web 2.0. technology) have significantly
influenced both the learning process and the role of the teacher and the student/pupil in the
learning process – they have brought new forms of communication which help individuals
create information accessible to a global audience, motivated the development of new
teaching methods and lesson plans and programmes and thereby transformed education at
large.
According to Sadaf, Newby and Ertmer, web 2.0 technologies (such as wiki, blogs, social
networks, etc) have become a part of education primarily to meet the needs of the 21st century
student, but also because of their value in the teaching and learning process since they enable
new ways of cooperation, interaction and communication as well as create new possibilities
for cooperating when creating content and sharing ideas and knowledge (2012). Furthermore,
when using web 2.0 students are not passive recipients of information. They are actively
involved in creating knowledge by exchanging information and experience (Orehovacki,
Bubas, Konecki, 2009). Nelson, Christopher and Mims find that web 2.0 technology supports
creative and group contribution and that it makes sense only if students are co-creators who
develop their own knowledge (2009).
Instant messages, wiki, webcast, podcast, (web) blog, social networks, etc. are some examples
of popular communication tools used in everyday life. INSTANT MESSAGES are a form of
communication in real time among two or more people based on writing a text (CARNet3,
Cisco Systems4). WIKI are websites where anyone can add, change or connect content (from
individual opinions to large team projects). They can be simple platforms for planning
informal gatherings or large global projects such as Wikipedia. They can be used in business,
e. g. as a solution for knowledge management, and their use in education is increasing (Bosilj
Vukšić et al. 2009, CARNet5). According to Sadaf, Newby, Ertmer (2012)6 wikis have many
educational advantages. They conducted a research which showed that the majority of
teachers (181 or 63.3%) think wiki improves learning. Fewer respondents (140 or 49%) think
that wiki improves the overall grade and a similar percentage of teachers think that its most
important advantage is user-friendliness (38.1%) and development of critical thinking via
group learning. PODCAST stands for distribution of audio-or-video content such as radio
programmes via Internet and WEBCASTing is live broadcasting via Internet7. (WEB) BLOG
is a personal diary made public on the Internet. Aside from textual data, it contains other
2Cisco
Systems (©2007-2009): Networks Supporting the Way We Live, the Cisco Networking Academy
3http://www.carnet.hr/tematski/drustvenisoftver/imchat.html
4Cisco
Systems (©2007-2009): Examples of Today's Popular Communication Tools, the Cisco Networking Academy
CarNethttp://www.carnet.hr/tematski/drustvenisoftver/wiki.html
5
6
More about the research in: Sadaf, A., Newby,J.,T.,Ertmer, A.,P., (2012): Exploring Factors that Predict Preservice
Teachers'Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior, Journal of Research on
Technology in Education, Volume 45, Number 2, ISTE (International Society for Technology in Education)
7
Cisco Systems (©2007-2009): Examples of Today's Popular Communication Tools, the Cisco Networking
Academy
forms of information such as photographs, video clips, etc. where visitors can add their own
comments (Bosilj Vukšić et al. 2009, p.106). SOCIAL NETWORKS have become a popular
way of exchanging information and discussing issues, which is confirmed by the fact that
millions use them to connect, meet and share information (Guorong, 2011; according to
DiMicco et al., 2008). Online social networks enable users to meet new individuals from any
part of the world without making physical contact. According to the authors of “A
measurement-driven analysis of information propagation in the Flickr social network” huge
amount of information and content has accumulated on the pages of social networks. The
paper presented at the international World Wide Web conference in 2009 claims that ten
hours of video material is uploaded on You Tube every minute and that Flickr contains over
two billion photographs (Cha,Mislove, Gummadi, 2009).
Literature review
The interest from academic and business circles for the use of web 2.0 technology and
information technology (IT) in general, has been on the increase which is evident in the
increasing number of researchers in this area (e.g. Saeed, Yang, Sinnappan, Siau, Nah, Teng,
Hutinski, Aurer, Gligora Marković, Rauker Koch, Frančić, Sigala, Sharma, Brady, Holcomb,
Bethany, Badurina, Peters, Davidson, Sadaf, Newby i Ertmer). The largest number of authors
dealing with the area mentioned in their works use TAM model (eng. Technology
Acceptance Model)8 that is offered by Fred D. Davis in 1985 and according to him, there are
two main factors for the creation of attitude towards the use and acceptance of IT, such as:
perception of ease of use (or the expected ease of use), which implies a degree of belief that
an individual will be able to use it without physical or mental effort and efficiency, and the
degree to which the user expects the target system does not pose any effort and perceived
usefulness of the application (or expected utility) which represents a degree of belief that an
individual will use IT to increase its performance and represents the subjective probability
that using a specific application system to improve its work within the organizational context
(Badurina, 2010:45, according to Davis, 1985, p.81, Sigala, 2002 according to Davis and coworkers, 1989, p. 985, Chuttur, ns.). These authors, but also many others who are working in
this area (for example, Ma, Andersson, Streith (2005), Sadaf, Newby, Ertmer (2012), Saeed,
Sinnappan, Sadaf, Newby, Ertmer (2012)) have indicated that the expected utility and ease of
use are important factors that affect the intent of the teachers to use technology in the teaching
process.
However, it should be noted that in these studies, the authors mention the model applied in
different contexts, for example Sigala TAM model is used to identify the factors that
determine the level of acceptance and use of Internet tools (ie web, email and online forums)
in teaching tourism and hospitality Badurina the acceptance of e-systems at the Faculty of
Philosophy in Osijek, Sadaf, Ertmer and Newby as Saeed and Sinnappan to identify factors
influencing the intention to use web 2.0 technology (wikis, blogs, podcastings, social
networks) in the teaching process.
8
Additional information: Davis, F. D. J. (1985): A Technology Acceptance Model for Empirically Testing New
End-User Information Systems. Theory and Results: PhD Thesis. Cambridge: Massachusetts Institute of
Technology
Also one of the research areas of application of Web 2.0, the educational process included a
determination of purpose and intensity of use of web tools in the teaching process. So a
survey conducted by Marianna Sigala (2012) on a sample of 82 subjects showed that teachers
commonly used Internet tools to improve the teaching materials (search for articles, data
collection activities and the publication of lecture notes)2, while according to research
conducted by Gligora Marković, Rauker Koch and Frančić (2012) teachers usually use PPT
presentation, then audio and video content. However, it should be noted that the teachers of
this research expressed a very positive attitude towards tool 2.0 (61.46% of them plan to use
interactive presentations, sharing audio and video content 57.29%, 44.79% wiki, photosharing 43.75% online notes 35.42%, 35.42% LMS, social network 34,38% and blog
19,79%)9. A survey conducted by the Economist Intelligence Unit in 2008 on a sample of 189
respondents who come from areas of higher education, showed that most respondents use
online courses (71%), text messages / notifications (66%) and document management (66%)
in the teaching process. Software intended for cooperation / collaboration uses 59% of
respondents, while a slightly smaller percentage (56%) use social networks. Podcast in the
teaching process uses 53% of respondents, while the lowest percentage of respondents said
they use blog (44%) and wikis (41%).
Furthermore, Sadaf, Ertmer and Newby came to conclusion that wiki had many pedagogical
benefits. For example, according to the results of the study the majority of teachers (181 of
them, or 63.3%) considers that wiki improves or enhances students' learning. A somewhat
smaller number of respondents (140 or 49%) considered that the wiki improves the final
success of the student while almost the same percentage of respondents considered as the
most important pedagogical advantage the ease of use / sharing of content (38.1%) and the
development of critical thinking through cooperative learning (37, 8%)10.
Research methodology
The main goal of this paper was set based on theoretical insights into the importance of
incorporating web technology into the teaching process as well as the possibilities it creates.
Consequently, the aim is to establish to what extent Croatian professors at tertiary level use
2.0 technologies in the teaching process. The research questions were as follows:




9
Which information-communication technology do the respondents use?
How satisfied are the respondents with the quality of Internet access in their
institution?
How much do the respondents use the Internet weekly?
At what time do the respondents most commonly use the Internet?
CARNet:e-education, Do we use and how much we use web 2.0 tools in the classroom?; published on June 1 st,
2012; available at: http://e-obrazovanje.carnet.hr/koristimo-li-i-koliko-web-2-0-alate-u-nastavi/
10
Additional information about the survey: Sadaf, A., Newby,j.,Ertmer, A.,P., (2012): Exploring Factors that
Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies using Decomposed Theory of Planned
Behavior, journal of Research on technology in Education, Volume 45, Number 2, ISTE (International Society
for Technology in Education)
The research was carried out via an interactive online questionnaire designed according to the
requirements of the new methodology for scientific and professional papers. The research was
conducted in 14 institutions of higher education (HEI) in Croatia, i.e. in 3 (out of 30)
university colleges of applied sciences, 4 (out of 15) universities of applied sciences and 7
(out of 67) universities according to the Agency for Science and Higher Education (AZVO).
The target group of this research were professors since they are the most important medium
for implementing ICT in the teaching process, hence web 2.0 technology.
The results were analysed by the statistical package SPSS 19.0. Before explaining the answers
to the research questions, a descriptive statistics of each variable for the whole sample was
calculated.
The questionnaire was completed by 101 respondents and 98 were used in the further
analysis. 3 questionnaires were excluded from the analysis because they were incomplete (e.g.
the respondents answered only the first two questions about the type of the HEI. The
following table shows the sample structure in the three types of universities where the data
was collected.
Table 1. Results from the three sampling locations
Sex
male
female
Age
≤ 30
31 - 40
41 - 50
51 - 60
Universit
y
University of applied
sciences
Tota
l
14
University
college
of applied
sciences
22
Coun
t
10
%
21,70%
30,40%
47,80%
100
%
Coun
t
26
19
6
51
%
51%
37,30%
11,80%
100
%
Coun
t
14
10
10
34
%
41,20%
29,40%
29,40%
100
%
Coun
t
13
10
12
35
%
37,10%
28,60%
34,30%
100
%
Coun
t
5
7
3
15
%
33,30%
46,70%
20,00%
100
%
Coun
t
3
5
2
10
%
30,00%
50,00%
20,00%
100
%
46
≥ 60
Positio
n
Teaching assistant
Assistant professor
Librarian/lecturer
Teacher
Other staff
lecturer
lecturer and head of
department
Head of subdepartment
Vice dean
Associate professor
Coun
t
2
1
1
4
%
37,80%
33,70%
28,60%
100
%
Coun
t
10
1
12
23
%
43,47%
4,34%
52,17%
100
%
Coun
t
8
0
0
8
%
100%
0%
0%
100
%
Coun
t
0
1
0
1
%
0%
100%
0%
100
%
Coun
t
2
1
1
4
%
50,00%
25,00%
25,00%
100
%
Coun
t
0
1
0
1
%
0%
100%
0%
100
%
Coun
t
0
23
9
32
%
0%
71,00%
29,00%
100
%
Coun
t
0
0
1
1
%
0%
0%
100%
100
%
Coun
t
1
2
0
3
%
33%
66,00%
0%
100
%
Coun
t
0
1
0
1
%
0%
100%
0%
100
%
Coun
t
5
0
0
5
%
100%
0%
0%
100
%
Full professor
Tenured full
professor
Associate teacher
External associate
professor
Senior teaching
assistant
Senior lecturer
Graduate research
assistant
Coun
t
1
0
0
1
%
100%
0%
0%
100
%
Coun
t
2
0
0
2
%
100%
0%
0%
100
%
Coun
t
0
1
0
1
%
0%
100%
0%
100
%
Coun
t
0
0
2
2
%
0%
0%
100%
100
%
Coun
t
4
0
0
4
%
100%
0%
0%
100
%
Coun
t
1
2
3
6
%
16,67%
33,33%
50,00%
100
%
Coun
t
3
0
0
3
%
100%
0%
0%
100
%
Out of the total number of respondents (98) the highest number came from universities, 38
which amounts to 37.76% of the total, then from universities of applied sciences (33) which is
33.67% and finally, 26 or 26.53% from university colleges. 72 (73.47%) of respondents were
from state, and 26 (26.53%) from private universities.
Male and female respondents were almost equally represented in the sample (47% of the
respondents were male and 53% were female). However, as regards the institutions where the
data was collected the highest number of female respondents (51%) came from universities,
then from universities of applied sciences (37.30%) and 11.80% came from university
colleges. 47.80% of male respondents came from university colleges, 30.40% from
universities of applied sciences and 21.70% from universities.
As to the repondents’age, the highest percentage belong to 31-40 age group (35.71%),
34.69% belong to ≤30 age group followed by 15.30% of respondents belonging to 41-50 age
group, 10.20% to 51-60 age group, and finally, only 4.06% of respondents belong to ≥ 60 age
group.
Concerning the respondent profile as well as the positions they hold, the majority of the
sample are lecturers (35%) followed by teaching assistants (23%) and assistant professors
(8%). The number of senior lecturers (6%) and associate professors (5%) is not as high. Subdepartment and department heads, senior teaching assistants as well as respondents who
described themselves as teachers account for 4% of the total each. Tenured full professors and
external associate professor account for 2% and the smallest number of respondents (1%
each) were a vice-dean, a full professor, an associate teacher, a librarian/lecturer and other
staff.
Research results
In order to find out which IC technology is available and used by professors at HEIs in
Croatia, a multiple choice question was set. Table 2 shows how the respondents were divided,
according to their answers.
Table 2. Division of respondents according to their answer about IC technology they use
(N=98)
Type of IC technology
Portable PC
computer
Tablet
Smartphone None of the
mentioned
%
88,8
17,3
39,8
71,4
1,0
According to the questionnaire, the most common ICT categories are portable computer
(88.8%) and PC (71.4%). 39.8% of respondents use the so called smart phone, whilst a very
low percentage of respondents use tablets (17.3%). Only 1% answered none of the mentioned,
and the answer other was not recorded.
In order to implement and use the IC technology and consequently web technology in
teaching adequately it is important to have a satisfactory Internet access. Since professors are
the main media for integrating, i.e. implementing web technology in the teaching process, the
question was set so as to what extent (from 1 – very dissatisfied to 5- very satisfied)
professors were satisfied with the quality of Internet access in the institution they work for.
The following table shows the frequency of the chosen variables.
Table 3: Frequency of satisfaction with Internet access in home institution
HOW SATISFIED ARE YOU WITH THE QUALITY OF INTERNET ACCESS AT
YOUR HOME INSTITUTION?
Frequency
Percent
Valid
Percent
Cumulative
Percent
Valid
Missing
1 very dissatisfied
7
7,1
7,2
7,2
2 dissatisfied
1
1,0
1,0
8,2
3 neither satisfied
nor dissatisfied
11
11,2
11,3
19,6
4 satisfied
35
35,7
36,1
55,7
5 very satisfied
43
43,9
44,3
100,0
Total
97
99,0
100,0
System
1
1,0
98
100,0
Total
The majority of professors (43 or 44.3%) were very satisfied with the quality of Internet
access in their home institution and a smaller number (35) who account for 36.1% of the total
were satisfied. 11 respondents (11.3%) were neither satisfied nor dissatisfied with the quality
of Internet access in their home institution, only 7 respondents (7.2%) were very dissatisfied
and 1 respondent was dissatisfied with the quality of Internet access in their home institution.
In order to obtain insight into how much time professors spend actively using Internet the
question was set so as to how much time do you actively use Internet weekly? with the
following choices: less than 1 hour, 2-3 hours, 4-5 hours and more than 6 hours. The
respondents could choose only one of the provided answers.
Table 4 Respondents according to their answers to the question:
HOW MANY HOURS PER WEEK DO YOU ACTIVELY USE INTERNET?
Valid
Missing
Total
Frequency
Percent
Valid Percent
Cumulative Percent
1
1,0
1,0
1,0
2 - 3 hours
14
14,3
14,4
15,5
4 - 5 hours
14
14,3
14,4
29,9
6 or more hours
68
70,1
70,1
100
Total
97
99,0
100,0
1
1,0
98
100,0
1 hour or less
System
The highest number of respondents (68) answered that they actively use Internet for 6 or more
hours per week. 14 respondents use Internet 4-5 hours a week and the same number of
respondents use Internet 2-3 hours. Only 1 respondent actively uses Internet for 1 hour or less.
These results were expected since the majority of respondents belong to the up to 40 age
group.
Table 4 shows that the majority of professors spend more than 6 hours of their time actively
using Internet. In order to find out when exactly professors use Internet, at work or in their
free time, a question was set. Table 5 shows how it was answered.
Table 5. Respondents according to their answers to: When do you usually use Internet?
Valid
Missing
Frequency
Percent
Valid Percent
Cumulative Percent
At work
67
68,4
69,1
69,1
In my free time
30
30,6
30,9
100,0
Total
97
99,0
100,0
1
1,0
98
100,0
System
Total
Table 5 shows that the majority of respondents usually use Internet at work (69.1%), and
almost half that number (30.9%) said they usually use Internet in their free time.
According to the data provided by Gfk Croatia11, a majority of respondents usually use
Internet at home (87%) and only 10% at work. However, since the employment status of the
Internet users is not clear, it cannot be concluded with certainty that this population
significantly differs from general population of similar age in Croatia.
The development and implementation of web 2.0 technology in teaching requires new ways
of teaching as well as an innovative and productive application of knowledge. Since some of
them have been used in education so far (such as podcast, webcast and blog) a question was
set in order to obtain the information on how often professors use web 2.0 in class (blogs,
wiki, podcast, webcast, online lectures, social networks, text messages, software for
cooperation/collaboration, document management). The respondents were supposed to grade
each variable from 1- never to 5-very often). Furthermore, if the respondents use something
not mentioned, an option something else was also included as a possible choice. Descriptive
statistics of the mentioned variables is shown below.
Table 6 Descriptive statistics of differences in respondents’ answers to the question: How
often do you use the following: (generally in the teaching process) (N=98)
N
Min Max
How often do you use blogs in the teaching process
94
1,00
5,00 1,4787
Use of Wiki in the teaching process
93
1,00
5,00 1,9892 1,18408
11
M
SD
,88874
The research was conducted in December 2011 on a representative sample of citizens older than 15 (n=1000)
via a pesonal survey at home The majority of the respondents belonged to the 15-24 age group (96%), 87%
belonged to the 25-34 age group, 84% to the 35-44 age group. The smallest group was 65+ group (9%). The
results of the research are available at http://www.gfk.hr/public_relations/press/press_articles/005364/index.hr.html..
Use of Podcast in the teaching process
94
1,00
4,00 1,5745
,93313
Use of Webcast in the teaching process
94
1,00
4,00 1,5532
,87519
Use of online lectures in the teaching process
95
1,00
5,00 2,3895 1,16960
Use of social networks in the teaching process
94
1,00
5,00 1,7766 1,04885
Use of text messages/notifications in the teaching process
96
1,00
5,00 3,3125 1,27579
Use of software for cooperation/collaboration in the teaching
process
93
1,00
5,00 2,3118 1,29362
Use of document management in the teaching process
95
1,00
5,00 2,8842 1,31976
Legend: N – number of respondents; M – arithmetic mean; SD – standard deviation
According to the respondents the most common technologies used in teaching are text
messages/notifications (M=3.3125; SD=1.27579), document management (MD=2.8842; SD=
1.31976), software for cooperation/collaboration in the teaching process (MD=2.3118;
Sd1.29362) and finally online lectures (M=2.3895; SD1.16960). The majority of HEI
professors in Croatia hardly ever or never use blogs in the teaching process (M=1.4787;
SD=0.88874), wiki (M=1.9892; SD=0.88874), podcast (M=1.5745; SD= 0.93313), webcast
(M=1.5532; SD= 0.87519) and social networks (M=1.7766; SD=1.04885).
So as to compare, the study conducted by the Economist Intelligence Unit in 2008 on a
sample of 189 professors showed that the majority of professors (71%) use online lectures,
text messages/notifications (66%) and document management (66%) in the teaching process.
Software for cooperation and collaboration is used by 59% of the respondents and a smaller
percentage (56%) use social networks. In the teaching process Podcast is used by 53% of the
respondents and the smallest number use blogs (44%) and wiki (41%).
Conclusion
Web 2.0 technology offers a new and modern approach to education, a new way of teaching
and learning, i.e. new methods used for both, exchanging ideas, information and knowledge
as well as for creation of own knowledge in virtual environment. The main goal of this paper
was to establish to what extent web 2.0 technology is used in the teaching process by Croatian
professors in higher education. It is based on many authors’ theoretical insights into the
importance of implementing web 2.0 technology in the teaching process and the possibilities
it creates. In order to implement and use web 2.0 technology in the teaching process
efficiently it is necessary, among others, that the IC technology is available and that a high
quality Internet access is provided.
Consequently, the results of the research show that the availability of informationcommunication technology is satisfactory. Namely, the most popular among Croatian
professors in Croatia are portable computers (notebooks) and PCs. As regards professors’
satisfaction with Internet access in their home institution, the majority of respondents were
very satisfied with the quality of Internet access in the institution they work for and slightly
fewer respondents were satisfied. This research also shows that the majority of professors use
Internet actively for more than 6 hours a week, usually at work. However, if we only consider
the highest predicted value in the question about frequency of web 2.0 use in the teaching
process, generally, it can be concluded that the majority of professors at HEIs in Croatia
rarely or hardly ever use blogs, wiki, podcast, webcast or social networks, but they very often
use text messages/notifications.
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softver:
IM
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available
at
http://www.carnet.hr/tematski/drustvenisoftver/imchat.html
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broj
Društveni
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available
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