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User-Generated Content: Perceived Affordances in Students’ Usage of the Web for Tertiary Learning Activities

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Trends and Advances in Information Systems and Technologies (WorldCIST'18 2018)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 746))

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Abstract

This paper investigates which affordances students perceive when using the Internet for academic learning purposes, with a focus on user-generated content (UGC). Based on an explorative interview study, Wikipedia, Facebook, and YouTube were found to play an important role in students’ preparation and working settings. The findings indicate that the usage of Wikipedia and YouTube is mainly based on perceived content-related and physical affordances. In the case of Facebook, also social/relational and transactional affordances play a major role by enabling users to participate in peer groups and to share materials of interest. The results are to be validated in further research.

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Acknowledgements

This work is supported with a netidee scholarship by the Internet Foundation Austria.

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Authors and Affiliations

  1. Institute for Information Management and Control, WU Vienna University of Business and Economics, Welthandelsplatz 1, 1020, Vienna, Austria

    Corinna Raith

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  1. Corinna Raith
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Correspondence to Corinna Raith .

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Editors and Affiliations

  1. Departamento de Engenharia Informática, Universidade de Coimbra, Coimbra, Portugal

    Álvaro Rocha

  2. College of Engineering, The Ohio State University, Columbus, Ohio, USA

    Hojjat Adeli

  3. DSI/EEUM, Universidade do Minho, Guimarães, Portugal

    Luís Paulo Reis

  4. DIMES, Universita della Calabria, Arcavacata di Rende, Italy

    Sandra Costanzo

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Raith, C. (2018). User-Generated Content: Perceived Affordances in Students’ Usage of the Web for Tertiary Learning Activities. In: Rocha, Á., Adeli, H., Reis, L., Costanzo, S. (eds) Trends and Advances in Information Systems and Technologies. WorldCIST'18 2018. Advances in Intelligent Systems and Computing, vol 746. Springer, Cham. https://doi.org/10.1007/978-3-319-77712-2_137

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  • DOI: https://doi.org/10.1007/978-3-319-77712-2_137

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-77711-5

  • Online ISBN: 978-3-319-77712-2

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