THE DEGREE OF USAGE OF DIFFERENT TOOLS AND LEVEL OF SKILLS IN

USING WEB 2.0 TECHNOLOGY AMONG STUDENTS

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Author Name1, Author Name2, Author Name3

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1
Universiti Teknologi MARA Selangor
2
Instituition Two
3
Instituition Three
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Abstract

The main objectives of this study are: (1) to identify the degree of usage of different
tools of Web 2.0 Technologies among students, (2) to identify the level of skills in using
Web 2.0 Technologies among students, and (3) to investigate the relationships between
the degree of usage of different tools and level of skills in using Web 2.0 Technologies
among students for their learning activities. This study used the quantitative method and
experimental research design. The researcher uses non-probability sampling to combine
two different techniques: convenience and snowball sampling. This study use
questionnaire as the instrument to obtain the data. The data was collected by distributing
320 questionnaires to the 320 respondents, and the data were analysed statistically using
SPSS. The questionnaire comprises of four sections of close-ended questions. Section 1
was constructed to identify the students' demographic information, which is related to
their gender, courses, and year of study. Section 2 was constructed to identify the access
of technology on the location where the online teaching and learning process takes place
at home or university and the types of gadgets used for the learning process. Section 3
was constructed to identify the degree of usage of Web 2.0 Technologies' different tools
for learning activities. The scale of the items used in this section is (1=never, 2=rarely,
3=sometimes, 4= frequently, 5=every time). Meanwhile, section 4 was constructed to
identify the level of skills in using Web 2.0 Technologies for learning activities. The
 scale of the items used in this section is (1=not at all, 2=basic, 3=intermediate, 4=
advance, 5=expert). Descriptive analysis was used to analyse the degree of usage of
different tools and the level of skills in using Web 2.0 Technology among students. The
analysis shows that the average mean score for the degree of usage of different Web 2.0
Technologies tools is 4.27, which shows that most students are in the frequent stage in
using Web 2.0 Technology. Thus, the mean lies on the scale of frequently
(4=frequently). Meanwhile, the level of skills in using Web 2.0 Technologies among
students shows that the average mean scores are 3.99, which shows that most of the
respondents are in the advanced stage using Web 2.0 Technologies. Thus, the mean lies
on the scale of advance (4=advance). Pearson correlation analysis was conducted to
identify the relationship between the degree of usage of different tools and the level of
skills in using Web 2.0 technologies among students. The result shows that r = .543 and
alpha = .000 which is smaller than .05. Thus, there is a significant moderate positive
relationship between the degree of usage of different tools and the level of skills in
using Web 2.0 technologies at the 0.05 level. Based on these findings, the degree of
usage of different tools and the level of skills in using Web 2.0 Technology impacts the
real scenario in the teaching and learning process among students. Therefore,
universities need to prepare and produce more excellent future teachers highly skilled in
using Web 2.0 Technology during the teaching and learning process.

Keywords Web 2.0 Technologies, Digital Literacy,

Information Technology

INTRODUCTION

The usage of Web 2.0 Technologies such as blogs, Wikis, social networking, and podcasts make a
colossal transformation in the educational setting. On the other hand, it gives opportunities to students of
higher education in the learning process during the COVID-19 pandemic. Moreover, most universities
implemented information technologies in learning to make sure students can catch up with the learning
and lesson during the COVID-19 pandemic. Not only universities in Malaysia but all universities
worldwide have strengthened the use of information and technology in learning, especially during the
COVID-19 pandemic.

As Campbell (2010) mentioned, the shifts in Web 2.0 Technologies’ usage in higher education
institutions act as a ‘new ecology of information’. Therefore, Web 2.0 Technologies, known as
information technology, helps students get information, apart from helping students catch up with the
lesson and research tools during the pandemic. Other than that, using Web 2.0 Technologies improves
teaching and learning in higher education. Previously, learning focused only on classroom activities that
make other skills such as digital skills, knowledge building, and information processing hard to improve.
 According to Owen et al. (2006), the shifts in educational settings’ landscape using Web 2.0
Technologies can develop skills to support learning throughout life. Most of the skills can support the
knowledge and continuous learning process. Web 2.0 Technologies make students more active in
learning, giving them more learning experience and improving lots of the skills. It is suitable for students
to align and parallel with the new study environment, mostly the technologies.

Thus, most universities from all over the world are aligning with Industrial Revolution 4.0
(IR4.0). Thus, the education sector responded to the needs of IR4.0, where people are aligned to
technological advances. As eloquently stated by Fisk (2017), the new era of learning promotes students to
learn skills and knowledge needed and identify the sources of learning by using technologies advance.
Hence, students should be an expert in using information technologies to improve their skills and
knowledge when using the information technologies.

PROBLEM STATEMENTS

On 30th January 2020, the World Health Organisation (WHO) declared that COVID-19 is a
health crisis worldwide (Cucinotta & Vanelli, 2020). According to Boo S.L. (2020), by 5th April 2020,
there were 3,662 cases and 61 deaths in Malaysia caused by COVID-19 virus. Therefore, the Malaysian
government is taking early precautions to prevent its widespread by implementing screening tests for
high-risk individuals and isolating their close contacts (Ministry of Health Malaysia, 2020). This shows
that Malaysia is one of the first countries that take precautions to protect and prevent its citizens from
being infected with COVID-19. Therefore, educational institutions nationwide, especially higher
education institutions, have to close due to this pandemic. As mentioned by the New Straits Time (2020),
the Ministry of Higher Education stated that the learning method for all students in Malaysia would be
implemented via online distance learning (ODL) until 31st December 2020 (New Strait Time, 2020).

Different studies have shown that most schools and higher learning institutions utilise online
distance learning. Most of it focused on the use of information technologies for learning among students.
Previous research which focused on the virtual teaching environment during COVID-19 pandemic using
Web 2.0 Technologies in schools and higher learning institutions among students can be successful
(Sintema, 2020). Based on the previous studies on the case of English language teaching and learning
using virtual distance learning environment, the findings show that the online environment allows
students to manage a world that includes everything they need. Thamarana (2016) said simulation,
interaction, and collaboration contribute to a positive learning environment when the students use Web
2.0 Technologies.

The landscape of education has changed with the advancement of information technology where
the school and higher learning institution has the responsibility to prepare students with knowledge and
skills. Therefore, to prepare students with a new environment with various skills, educators must have
good knowledge about the 21st-century learning skills and also must have self-efficacy to deliver it to the
students (Chu et al., 2017). Thus, educators must familiarise themselves with an online learning
environment to develop digital problem-solving skills, digital content creation, information and data
processing skills, and digital communications skills.

Jones, Ramanau, Cross & Healing (2010) focus on social network usage, since every day, about
31% of the research participants used and visited social networks. According to Suartama (2010), Web
2.0 Technologies' usage for learning purpose is better than using the textbook. It is because digital
advancement provides a clear structure of the lesson that helps students understand the topic. Students
could revise and get information using ICT with various applications related to their needs. In the
textbook, elaboration of the content is too detailed, including several theories that hard for the students to
understand. Thus, Web 2.0 Technologies is the best learning tools for students.

There will be a gap of interaction between teacher and students if Web 2.0 Technologies is not
used in the class. The traditional learning method is not suitable to students in the current situation due to
the focusing on the set of the time table. Blasco-Arcas et al. (2013) stated that students who were not
engaged with one another are the biggest problem in the traditional learning method that made them
passive in class. According to Draper (2004), the learning process' critical pedagogical issues are a lack of
interaction between the person and the teacher. Therefore, using Web 2.0 Technologies in learning will
increase the degree of engagement in the classroom.

OBJECTIVE

The purpose of this study has been following specific research objectives, which are:

1. To identify the degree of usage of different tools of Web 2.0 Technologies among
students in their learning activities
2. To identify the level of skills in using Web 2.0 Technologies among students in their
learning activities.
3. To investigate the relationships between the degree of usage of different tools and level
of skills in using Web 2.0 Technologies among students in their learning activities

METHODOLOGY

In this research, non-probability sampling was used due to selective samples that have specific
characteristics. Piaw (2016) mentioned non-probability sampling used to select samples when the subjects
in the population do not have equal chances to be selected as research respondents. Therefore, the
sampling of this study involves only 320 students of all the seven courses. They are chosen because they
have learned using information technologies, especially Web 2.0 Technologies during COVID-19
pandemic.

Non-probability sampling was used to select samples using two different techniques: convenience
and snowball sampling. By using snowball sampling, the data was collected without recruiting the
population. Thus, the snowball sampling technique is a suitable method that can be used during COVID-
19 pandemic. This study's target population is the undergraduate students of the Faculty of Education in
Universiti Teknologi MARA (UiTM). The Faculty of Education of UiTM has seven undergraduate
students’ courses: B. Ed. (Hons.) TESL, B. Ed. (Hons.) Art and Design, B. Science Education (Hons.)
Mathematics, B. Science Education (Hons.) Biology, B. Science Education (Hons.) Physics, B. Science
Education (Hons.) Chemistry, and B. Ed. (Hons.) Physical and Health Education.

Total undergraduate students of the Faculty of Education of Universiti Teknologi MARA (UiTM)
is 1900 students. Moreover, all of them use technologies in learning during the COVID-19 pandemic.
Thus, they are suitable to be respondents in this research. The instrument used in this study is a
questionnaire. According to Chua (2016), the questionnaire is the most appropriate instrument to be used
compared to the interview since the sample size is large. As Chua (2016) stated, the questionnaire will
standardise the responses answer to the study's objectives. Other than that, using questionnaires is a more
objective and most effective way to collect quick information from a large number of populations. Thus,
it is suitable for quantitative research that includes a large size of populations. A questionnaire is the best
instrument to obtain responses from a large sample size.

RESULTS

Findings for Research Questions 1: What Is the Degree of Usage of Different Tools of Web 2.0
Technologies Among Students for Their Learning Activities?

Table 1.1 Descriptive Statistics of The Degree of Usage of Different Tools of Web 2.0
Technologies (N=320)

Variables Item number Mean Std. Average

score Deviation mean

Information and 1) I use the web for web 4.31 .820 4.39
data processing conferencing in online class
(e.g. using a webcam for
Google Meet and Zoom)

2) I use the web to look up 4.41 .617

reference information for study
purposes, research or writing
assignments (e.g. Google
Scholar, Research Gate,
Academia)

3) I use portal of learning 4.47 .613

course or Learning
Management System to create,
share or upload content of
learning (e.g. Student Portal, e-
Book, Google Classroom)

Digital 4) I use Social networks to 4.54 .541 4.33

communication extend and share ideas with my
friends (e.g. WhatsApp,
Facebook, Twitter)
 5) I use email to send/receive 4.23 .668
my documents and assignments
to my lecturers and friends (e.g.
Yahoo, Gmail, Hotmail)

6) I use web conferencing or 4.23 .669

video call to communicate and
collaborate with my friends

Digital content 7) I am able to share my 4.13 .778 4.23

creation educational video with my
friends via (e.g. YouTube,
Google plus, Blog, Portal)

8) I am able to create or design 4.25 .673

graphics/video content for
learning by using online free
application (e.g. Canva,
Powtoon, Powerpoint)

9) I use digital media in my 4.32 .647

presentation video or video
hosting for learning (e.g.
Image, MP3)

Digital problem 10) I use the latest digital 4.15 .663 4.12
solving technology to integrate
knowledge in my learning

11) I adapt with various 4.10 .746

application/technologies used
to build meaningful learning

12) I use the same 4.11 .567

application/technologies with
my colleague to maintain the
interaction in learning
 Total average mean score 4.27

Findings for Research Questions 2: What is the Level of Skills in Using Web 2.0 Technologies
Among Students for Their Learning Activities?

Table 1.2 Descriptive Statistics of the Level of Skills in Using Web 2.0 Technologies (N=320)

Variables Item number Mean Std. Average

score Deviation mean

Information and data 1) I use the web for web 4.18 .804 4.07
processing conferencing in online class (e.g.
using a webcam for Google Meet
and Zoom)

2) I use the web to look up 3.97 .781

reference information for study
purposes, research or writing
assignments (e.g. Google Scholar,
Research Gate, Academia)

3) I use portal of learning course 4.06 .817

or Learning Management System
to create, share or upload content
of learning (e.g. Student Portal, e-
Book, Google Classroom)

Digital 4) I use Social networks to extend 4.29 .827 4.23

communication and share ideas with my friends
(e.g. WhatsApp, Facebook,
Twitter)

5) I use email to send/receive my 4.23 .732

documents and assignments to my
lecturers and friends (e.g. Yahoo,
 Gmail, Hotmail)

6) I use web conferencing or video 4.16 .710

call to communicate and
collaborate with my friends

Digital content 7) I am able to share my 3.82 .954 3.87

creation educational video with my friends
via (e.g. YouTube, Google plus,
Blog, Portal)

8) I am able to create or design 3.93 .921

graphics/video content for
learning by using online free
application (e.g. Canva, Powtoon,
PowerPoint)

9) I use digital media in my 3.88 .850

presentation video or video
hosting for learning (e.g. Image,
MP3)

Digital problem 10) I use the latest digital 3.75 .958 3.81
solving technology to integrate knowledge
in my learning

11) I adapt with various 3.84 .949

application/technologies used to
build meaningful learning

12) I use the same 3.85 .785

application/technologies with my
colleague to maintain the
interaction in learning

Average mean score 3.99

Findings for Research Questions 3: What Are the Relationships Between the Degree of Usage of
Different Tools and Level of Skills in Using Web 2.0 Technologies Among Students for Their
Learning Activities?

Table 1.3 Relationships Between the Degree of Usage of Different Tools and Level of Skills in
Using Web 2.0 Technologies

Correlations

Degree of Usage Level of Skills

Degree of Usage Pearson Correlation 1 .543**

Sig. (2-tailed) .000

N 320 320

Level of Skills Pearson Correlation .543** 1

Sig. (2-tailed) .000

N 320 320

**. Correlation is significant at the 0.01 level (2-tailed).

DISCUSSION
Research Questions 1: What is the Degree of Usage of Different Tools of Web 2.0
Technologies Among Students for Their Learning Activities?

This study’s first research objective is to identify the degree of usage of different tools of
Web 2.0 Technologies among students for their learning activities. Based on Table 1.1, the result
shows most of the students frequently used Web 2.0 Technologies for their learning activities.
Most of the items in each variable show a mean with an average of 4.00 and above. Therefore,
the average mean score lies on the scale of ‘frequently’, which is scale 4.

The findings revealed that most of the students frequently used Web 2.0 Technologies for
their learning activities. It is supported by a case study by Uzunboylu, Bicen, and Cavus (2011)
focused on integrating Web 2.0 Technologies tools into the educational setting and also asks
about students’ opinions on the positive impacts of Web 2.0 Technologies in learning. The case
study results showed most students were excited about using Web 2.0 tools in their learning. It
can be seen when the mean value of the test result for the pre-experience test was at the 2.00–
3.00 level (disagree). This is because students had not experienced Web 2.0 technology lessons,
while the post-experience test results showed that the mean value of opinions is between 4 and 5
(agree). Therefore, the use of Web 2.0 Technologies in teaching and learning processes will
improve test scores.

Information and data processing recorded the highest value of mean score compared to
other variables, which is 4.39. This showed that most of the students used information and data
processing in their teaching and learning process. It is aligned with the finding from Salehe
(2008) investigating the use of Web 2.0 tools for facilitating collaboration in higher education.
The study’s findings show that students always use and aware of the benefits of Web 2.0 tools
such as wikis, blogs, and podcasts as application tools in education. Thus, most students used
information and data processing such as wikis, blogs, and podcasts in their learning exercises.

Digital communication recorded the second-highest value of the mean score, which is
4.33. The finding shows that most students used digital communication to connect and extend
their knowledge for the teaching and learning process. This is also supported by an article from
Dell (2012) on Web 2.0 Technologies’ capability to develop students’ cognitive engagement,
communication, creating new content, and various learning methods. Therefore, Web 2.0
Technologies also develop students’ active participation, creativity, and innovation among both
students and lecturers in the teaching and learning process.

Digital problem-solving recorded the lowest mean score, which is 4.12. This shows that
some students are having a problem using Web 2.0 Technologies for their learning activities.
Salehe (2008) stated on the use of Web 2.0 tools. The findings reveal that some students lacked
skill and knowledge on using some Web 2.0 tools that are useful in learning. Some of the
students find it hard to solve and complete the task using Web 2.0 Technologies. Meanwhile,
observations from Jacobs and Castek (2018) state that Web 2.0 Technologies can handle various
online applications to achieve goals and complete various tasks in the teaching and learning
process. This is due to the involvement in the usage of skills, techniques, and mindsets needed to
navigate digitally in daily environments, including the library, and the use of novel materials,
software, and interfaces in effective and versatile ways to achieve personal and professional
goals.
Research Questions 2: What is the Level of Skills in Using Web 2.0 Technologies Among
Students for Their Learning Activities?

The second research objective in this study is to identify the level of skills in using Web
2.0 Technologies among students for their learning activities. Based on Table 1.2, the result
shows most of the students are in the advanced stage in using Web 2.0 Technologies for their
learning activities. Most of the items in each variable show a mean with an average of 3.00 and
above. Therefore, the average mean score lies on scale advance, which is scale 4.

The findings revealed that most of the students are in the advanced stage of using Web
2.0 Technologies for their learning activities. Therefore, most of the students have skills in using
Web 2.0 Technologies. Based on the findings, digital communication skills recorded the highest
mean score, which is 4.23. This is due to the frequent use of digital communication in Web 2.0
Technologies to teach and learn among students. It is supported by Tynan and Barnes (2012)
stated that Web 2.0 technologies enhance the participation and communication of students
through various styles of images, video, text, and audio. Students can also create and define other
concepts or theories when using wiki, websites, and social networking sites. Moreover, Web 2.0
technologies engage in a two-way interaction between lecturers and students, and vice versa.
Thus, students were able to use web 2.0 Technologies to communicate with each other during
Online Distance Learning.

Information and data processing skills recorded the second highest mean score, which is
4.07. Most of the students answer (2) basic, (3) intermediate, (4) advance, and (5) expert on the
scale. This shows that most of the students have various stages of skills in using Web 2.0
Technologies. This is due to the use of web conferring such as Google Meet, Webex, and Zoom
for attending online classes during the pandemic COVID-19. It is supported by the findings from
Purwanto and Tannady (2020) stated that most of the respondents use Google Meet for online
meetings and online class and reveals that the perceived ease of use has a significant effect on
the mindset of using Google Meet. Before the university starts using Google Meet as an online
learning platform, students are retained. However, as they use it and understand the simplicity of
using the platform, there is a new perspective and an optimistic view of the platform. It shows
that the ease that Google Meet provides for its users creates a positive attitude toward this
platform. Thus, Google Meet is one of the platforms frequently used in the teaching and learning
process.

At the same time, digital problem-solving recorded the lowest mean score, which is 3.81.
The findings for this research question are the same as the findings of research question 1. This is
due to the students having a problem using Web 2.0 Technologies for their learning activities.
Therefore, it will affect the level of skills in using Web 2.0 Technologies in learning activities.
Salehe (2008) stated on the use of Web 2.0 tools, the findings reveal that some students lack the
skills and knowledge using Web 2.0 tools that are useful in learning. Some of the students find it
hard to solve and complete the task given by using Web 2.0 Technologies. Meanwhile,
observations from Jacobs and Castek (2018) stated that Web 2.0 Technologies could be used to
handle various online applications to achieve goals and complete various tasks in the teaching
and learning process. This is due to the involvement in the usage of skills, techniques, and
mindsets needed to navigate digitally in daily environments, including the library, and the use of
novel materials, software, and interfaces in effective and versatile ways to achieve personal and
professional goals.

Research Questions 3: What Are the Relationships Between the Degree of Usage of
Different Tools and Level of Skills in Using Web 2.0 Technologies Among Students for
Their Learning Activities?

The third research objective is to investigate the relationship between the degree of usage
of different tools and skills in using Web 2.0 Technologies among students in their learning
activities. The relationship between the degree of usage of different tools and the level of skills
in using Web 2.0 Technologies was analysed using Pearson correlation test. Based on Table 1.3,
the result shows that r = .543 and alpha = .000, which is smaller than .05. Thus, there is a
significant moderate positive relationship between the degree of usage of different tools and
level of skills in using Web 2.0 technologies at the 0.05 level.

It can be seen when the degree of usage of different tools of Web 2.0 technologies
increases, the level of skills in using Web 2.0 technologies also increase. This also reveals that
most students have awareness in using Web 2.0 Technologies for teaching and learning process.
Thus, the findings show the moderate positive relationship between the degree of usage of
different tools and skills level. This means that the higher the usage of different tools of Web 2.0
Technologies, the higher skills in using Web 2.0 Technologies for teaching and learning process.

Tsoni (2014) studied improving students' ICT skills via online courses, found that
students have a strong degree of ICT usage skills, but there is also a need for more improvement.
It is apparent that students use more information technology in their everyday lives than for
educational purposes. About 90.3% use the Internet on a regular basis for amusement, but just
23.7% use it every day for course-related subjects. This clearly shows that the use of information
technology in teaching and learning can improve students' ICT skills.

In line with Israel's (2014) finding, the Pearson Correlation value for ICT skills and use
of the Internet is of 0.468 at 0.00 alpha level. This implies that there are significantly week
positive relationships between the ICT skills and use of the Internet. The research concludes that
the respondents possess ICT skills and make fair use of the Internet. However, the research has
shown that undergraduates' ICT capabilities do not affect or forecast the practical usage of the
Internet. Therefore, students should always use information technology, especially Web 2.0
Technology, to improve their ICT skills.

IMPLICATION OF FINDINGS

The research's respondents come from undergraduate students from the Faculty of Education,
Universiti Teknologi MARA (UiTM). This study's findings show that most of the students frequently
used Web 2.0 Technology in the learning process. The level of their skills in using Web 2.0 Technology
is in the 'advance' stage. This study's findings may impact the real scenario in the teaching and learning
process among lecturers and students of the degree of usage of information technologies. Therefore, it is
vital for universities to prepare and produce more excellent future academicians who are highly skilled in
using information technologies during the teaching and learning process. Universities can also implement
information technologies in education to increase the quality of the future teacher.

Moreover, students can improve their skills in using information technology for their teaching
and learning process. Teaching and learning will be more effective and conducive if students use various
types of information technologies. Integration of information technologies in teaching and learning
process gave positive impacts to the educational system. Students can also align with the Industrial
Revolution 4.0 (IR4.0) when using all the technological advancement in their daily routine. Hence,
students should be expert in using information technologies to hone their skills and knowledge .

CONCLUSION

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