A Qualitative Investigation into the Use of Web 2.0 Technologies by Academics at a Higher Education Institution in Uganda

The visibility of Web 2.0 technologies in higher education has seen significant growth over the past decade, reflecting a trend of increasing sophistication and integration of digital tools within academic environments. Academics at higher education institutions (HEIs) are increasingly engaging with innovative instructional technologies in their quest to mediate and enhance student-centred learning experiences, which has been shown to foster greater engagement and interactivity in the learning process. This study purposed to investigate the utilization of Web 2.0 technologies by academics at a HEI in Uganda, focusing specifically on their pedagogical implications. Accordingly, this study adopted connectionism theory as a framework to explore the integration of Web 2.0 technologies within the teaching and learning processes at a HEI in Uganda. Employing a descriptive qualitative research design, this research involved a detailed case study that provided valuable insights into current practices. Data for this study was collected through a blend of qualitative methods that included observations, interviews, a researcher journal, and document reviews, ensuring a comprehensive approach to data gathering. Content and thematic analysis were utilized to interpret the data effectively, allowing for nuanced understanding of the findings. The primary participants in this investigation were faculty members at the HEI, and the study findings are presented under three major themes: social media as a tool for communication, promoting student engagement and learning, and challenges of web 2.0 integration. The study recommends the formalization of Web 2.0 technology usage for teaching and learning by establishing proper guidelines and policies to facilitate the effective integration of these tools within educational settings. Future investigations should explore additional dimensions of this integration process to further enhance educational practices in higher education.