A meta-analysis of the technology acceptance model
Information and Management
Turning Web 2.0 Social Software into Versatile Collaborative Learning Solutions
ACHI '08 Proceedings of the First International Conference on Advances in Computer-Human Interaction
The acceptance and use of a virtual learning environment in China
Computers & Education
Looking at, looking up or keeping up with people?: motives and use of facebook
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
A case study on design of teacher peer-coaching activities supported by a web 2.0 community
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
Collaborative knowledge building with wikis: The impact of redundancy and polarity
Computers & Education
The integration and assessment of students' artefacts created with diverse Web 2.0 applications
International Journal of Knowledge Engineering and Soft Data Paradigms
A Preliminary Classification of Usage Measures in Information System Acceptance: A Q-Sort Approach
International Journal of Technology Diffusion
Patterns of Web 2.0 tool use among young Spanish people
Computers & Education
Students' perceptions of Facebook for academic purposes
Computers & Education
A User-Centric Feature Identification and Modeling Approach to Infer Social Ties in OSNs
Proceedings of International Conference on Information Integration and Web-based Applications & Services
Facebook: The enabler of online civic engagement for activists
Computers in Human Behavior
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The purpose of this study is to design a structural model explaining how users could utilize Facebook for educational purposes. In order to shed light on the educational usage of Facebook, in constructing the model, the relationship between users' Facebook adoption processes and their educational use of Facebook were included indirectly while the relationship between users' purposes in using Facebook and the educational usage of Facebook was included directly. In this study, data is collected from Facebook users with an online survey developed by the researchers. The study group consists of 606 Facebook users whose answers were examined by using a structural equation model. The analyses of the 11 observed and 3 latent variables provided by the model showed that 50% of educational usage of Facebook could be explained by user purposes along with the adoption processes of Facebook. It was also found that Facebook adoption processes could explain 86% of all user purposes. Finally, while Facebook adoption processes explained 45% of its educational usage, it could explain 50% of variance in educational usage of Facebook when the user purposes were added into the analyses.