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ABSTRACT
The authors sought to determine if Rogers's Innovation Decision Process model could analyze Web 2.0 usage within the collegiate environment. The key independent variables studied in relationship to this model were gender, faculty rank, course content delivery method, and age. Chi-square nonparametric tests on the independent variables across Rogers's typology revealed significant differences at p < .05. The two-way analysis of variance tests between gender across Rogers's typology disclosed main effects and a two-way interaction effect on the derived factor labeled effective delivery, at p < .01. Gender was significant in terms of Web 2.0 usage and adoption.