An empirical and theoretical investigation of the factors influencing Newfoundland and Labrador's post-secondary instructors' decisions to adopt web 2.0 technologies

This study replicated the 2008 research of Ajjan and Hartshorne (1) to assess post-secondary instructors' awareness of the benefits of using Web 2.0 technologies in their classrooms instruction; (2) to investigate factors that influence post-secondary instructors' decisions to adopt Web 2.0 technologies to support classroom instruction using the Decomposed Theory of Planned Behaviour (DTPB). -- A sample of 160 post-secondary instructors working in public colleges (College of North Atlantic) in Newfoundland and Labrador, Canada, were asked to fill out a web-based questionnaire. A path analysis model was applied to test the research hypothesis -- Consistent with Ajjan and Hartshorne's (2008) research, this study found that although the post-secondary instructors were aware of the educational benefits of using Web 2.0 technologies in their classrooms instruction, few of them frequently use Web 2.0 technologies in their classroom. As well, it was found that behavioral intention, attitude, subjective norm, perceived behavioral control, usefulness, ease of use, compatibility, superior influence, student influence, and self-efficacy were significant predictors of post-secondary instructors' usage of Web 2.0 technologies, while peer influence, technology, and resource conditions were not