Do college faculty embrace Web 2.0 technology?

References

• Agbatogun, A. (2013). Interactive digital technologies' use in Southwest Nigerian universities. Educational Technology Research & Development, 61, 333–357.
   Web of Science ®Google Scholar
• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 71–80.
   Web of Science ®Google Scholar
• Barbour, M., & Plough, C. (2009). Social networking in cyber schooling: Helping to make online learning less isolating. TechTrends, 53(4), 56–60.
   Google Scholar
• Blankenship, M. (2011). How social media can and should impact higher education. Education Digest: Essential Readings Condensed for Quick Review, 76(7), 39–42.
   Google Scholar
• Brodahl, C., & Hansen, N. K. (2014). Education students' use of collaborative writing tools in collectively reflective essay papers. Journal of Information Technology Education: Research, 31, 1391–120.
   Google Scholar
• Cain, J., & Fink, J. L. III. (2010). Legal and ethical issues regarding social media and pharmacy education. American Journal of Pharmaceutical Education, 74(10), 1–8.
   PubMed Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
   Web of Science ®Google Scholar
• Devellis, R. (1991). Scale development. Newbury Park, CA: Sage.
   Google Scholar
• Drexler, W., Baralt, A., & Dawson, K. (2008). The teach web 2.0 consortium: A tool to promote educational social networking and Web 2.0 use among educators. Educational Media International, 45, 271–283.
   Google Scholar
• Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cell phones, smartphones & social media. Internet and Higher Education, 19, 18–26.
   Web of Science ®Google Scholar
• Goodman, L. A., & Kruskal, W. H. (1972). Measures for association for cross-classification, I, II, III and IV. Journal of the American Statistical Association, 67, 415–421.
   Web of Science ®Google Scholar
• Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Goudreau, J. (2010, April 26). What men and women are doing on Facebook. Forbes. Retrieved from http://www.forbes.com/2010/04/26/popular-social-networking-sites-forbes-woman-time-facebook-twitter.htm
   Google Scholar
• Hatcher, L. (1994). A step-by-step approach to using the SAS (R) system for factor analysis and structural equation modeling. Cary, NC: SAS Institute.
   Google Scholar
• Huang, W., Hood, D., & Yoo, S. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet & Higher Education, 16, 57–65.
   Web of Science ®Google Scholar
• Hung, H., & Yuen, S. C. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15, 703–714.
   Web of Science ®Google Scholar
• Jacques, A. (2009). How social media is moving into PR classrooms. Public Relations Tactics, 16(10), 1–17.
   Google Scholar
• Kachigan, S. K. (1991). Multivariate statistical analysis. New York, NY: Radius Press.
   Google Scholar
• Kardasz, S. (2013). What are the best approaches for encouraging the diffusion of a new instructional technology among faculty members in higher education? A look at eportfolio use at Stony Brook University. Journal of Educational Technology Systems, 42, 43–68.
   Google Scholar
• Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57, 1512–1520.
   Web of Science ®Google Scholar
• Koh, J. H. L., Woo, H. L., & Lim, W. Y. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, 25, 321–339.
   Web of Science ®Google Scholar
• Lindner, J. R., Murphy, T. H., & Dooley, K. E. (2002) Factors affecting faculty perceptions of technologically mediated instruction: Competency, value, and educational technology support. NACTA Journal. Retrieved from https://www.nactateachers.org/attachments/article/533/Lindner_December_2002_NACTA_Journal.pdf
   Google Scholar
• McHaney, R., Warkentin, M., Sachs, D., Pope, M. B., & Ormond, D. (2015). Teaching social media in business. Journal of Information Technology Education: Innovations in Practice, 14, 39–62.
   Web of Science ®Google Scholar
• Minocha, S. (2009). Role of social software tools in education: A literature review. Education & Training, 51, 353–369.
   Google Scholar
• Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13, 134–140.
   Web of Science ®Google Scholar
• Roebuck, D. B., Siha, S., & Bell, R. L. (2013). Faculty usage of social media and mobile devices: An analysis of advantages and concerns. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 171–192.
   Google Scholar
• Rogers, E. M. (1995). Diffusion of Innovations (4th ed.). New York, NY: Free Press.
   Google Scholar
• Rogers, E. M. (2003) Diffusion of innovation (5th ed.). New York, NY: Free Press.
   Google Scholar
• Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning: Sense of community, perceived learning and interpersonal interactions. Quarterly Review of Distance Education, 6, 31–44.
   Google Scholar
• Rowlands, I., Nicholas, D., Russell, B., Canty, N., & Watkinson, A. (2011). Social media use in the research workflow. Learned Publishing, 24, 183–195.
   Web of Science ®Google Scholar
• Ruleman, A. B. (2012). Social media at the university: A demographic comparison. New Library World, 113, 316–332.
   Google Scholar
• Russell, D. W. (2002). In search of underlying dimensions: The use (and abuse) of factor analysis in Personality and Social Psychology Bulletin. Personality and Social Psychology Bulletin, 28, 1629–1646.
   Web of Science ®Google Scholar
• Sahin, I., & Thompson, A. (2006). Using Rogers' theory to interpret instructional computer use by COE faculty. Journal of Research on Technology in Education, 39, 81–104.
   Google Scholar
• Thomas, M., & Thomas, H. (2012). Using new social media and Web 2.0 technologies in business school teaching and learning. Journal of Management Development, 4, 358–367.
   Google Scholar