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Comparative Study in Adoption of Web2.0
Technologies between Western and Arab
Universities
Mousmi Ajay Chaurasia
Abstract— Internet collaboration technologies and Web2.0 have profoundly changed the way in which individuals, institutions and
organizations interact with each other. Internet environment are relatively new topic for academic institutions literature and can enhance
teaching and learning methods. This paper deals with how much Web 2.0 technologies are used in education. In this paper, a comparative
study is being done to show the variation of usage and adoption of Web2.0 technologies in Educational purpose.
Index Terms — Arab Education, E-learning, Web2.0 Applications, Western Education.
——————————  ——————————
1 INTRODUCTION
I N recent years, Web 2.0 technologies have become
increasingly sought in education settings to enhance
the learning and teaching process. The term Web 2.0
was officially coined in March 2004 by Dale
Dougherty, a vice-president of O’Reilly media Inc.
during a term discussion on a potential future
conference about the Web [1], [2]. According to the
definition given by O'Reilly, Web2.0 is a network
platform which crossways all Internet mechanism [14].
The ERSC society (2008) explains that Web 2.0 permits
client to contribute and collaborate information online.
Purposely, Web 2.0 smooths the progress of the
collaboration of online users, SNS (Social Network
Service) and the propagation of user generated
content. Moreover, Web 2.0 extends user roles from
being just consumers of content to allowing them to
become producers of information and data content,
and extends that to even allowing their content to be
shared with others.
Web1.0 was static web or about publishing,
not participation where information is just provided
by one end. In contrast, Web 2.0 is not a new step of
technology but it has the underlying ability for better
user interaction and innovation [3]. Web 2.0
empowered the common users to participate like in
video share websites, e-commerce websites, Mash-ups,
Podcasts and torrents etc, where each user gets
likelihood to post in a website one way or the other. In
this technology end users don’t need to install the
software they just have to go to the web and use the
existing content there [4]. Recent research has shown
————————————————
• Mousmi Ajay Chaurasia, Information Technology Department, King
Saud University, Saudi Arabia.
175
that there are different advantages in incorporating
Web 2.0 in educational settings, such as promoting
students’ independent learning, allowing users to
update and edit their data or information, and the
facilitation of accessible tools and web applications to
target users with varying technical and educational
backgrounds. This sort of Web 2.0 networking puts the
student straightforwardly in the midst of up to date
professional deliberations in a discipline, and allows
students to participate in professional practice and
scaffold their learning with help from the mentor or
from genuine expert of the respective field. Web 2.0
has been extensively used in various domains beyond
education. Such as in businesses for marketing and
developing a brand in public services and in different
Federal Agencies or government organizations around
the world.
Web2.0 has cut the high cost of traditional enterprise to
install, configure, maintain and upgrade the necessary
software. Web2.0 concept such as Blog, Social
Networking, podcast, wiki, RSS (Really Simple
Syndication) and more service will appear in the
endeavor applications to improve the relationships
between the corporation and prospective. Web2.0 also
has changed the production, using, sharing and
manipulation mode of information. Some services are
videos (e.g. You-Tube, Teacher Tube), sharing photos
(e.g. Flicker, Picasa, Shutterfly), powerpoints
(authorstream, slideshare) etc.. Meanwhile, Web2.0
brings a revolution in education field.
Much of our understanding of users’
perception towards learning technologies comes from
prior research concerning attitude towards the
effectiveness of e-learning and distance learning
systems. E-Learning is an electronic form of learning
that can be online or offline. It is increasingly being
adopted in developed countries for learning in
education and enterprise sectors. While extensive
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research has examined the benefits and challenges In this study, we examine the usage and
with this type of learning and despite the fact that it adoption of Web 2.0 applications in teaching and
has been used since decades, its boundaries are far learning contexts. For examination purpose, top 100
from clear [5]. E-learning includes the communication Arab universities is analyzed in which only top 50
technologies like E-mail, collaborative learning forums, Arab universities is being compared with the top 50
E-boards, application sharing, real time tests and western universities. This paper is organized as
follows: Section 2 describes related work in the domain
evaluation, and video and audio streaming. E-learning
of applications of Web 2.0 adoption and diffusion in
is a media of learning with which any one can learn in Teaching and learning methodology. Next Section 3
any-time and in any-place. describes the empirical methodology based on
Web2.0 has brought a real Internet revolution applications of Web2.0. This is followed by its
in which reading and writing coexist, transmission adoption in topmost universities. Section 4 explains
model is personalized, and creation method is the results of Web2.0 usage in Arab universities and a
standardized, joint approach socialization, experience comparative analysis between top 50 Arab and
way facilitation and media approach western universities.
intensification[15]. Twitter proved to be an effective
tool for professional development and for 2 METHODOLOGY
collaboration with students that can change the rules This is an interpretive approach, based on qualitative as
of the courses and models good pedagogy responsive well as quantitative data analysis of the findings.
to student's learning needs [16]. Tufts University E-learning implementation has many factors that can
combined Google's mapping technology with change the attitude of the people to adopt this new model
institution of higher education (IHE) information to of education. Furthermore, for empirical analysis, sample
create a Mash-up complete with "satellite images, data is collected from website of world ranked
informative links and category searches" in order to universities defined by webometrics 1 . Top 100
provide "a resource that enables prospective and universities of Arab World are being analyzed along with
current students, staff, faculty, campus visitors, Top 50 western universities. However, comparative
community members, and others to explore the analysis will be based on top 50 universities from each
campus online and locate buildings and services"[17]. section. Web2.0 applications are measured on the basis of
In the same league, Duke University has developed their usage in universities .TABLE 1 contains the Web2.0
many applications including the interactive elements applications on which our comparative study based.
of Web2.0 which is especially for student educational
TABLE 1
purposes. Students can store, update their lectures,
WEB2.0 APPLICATIONS
discussions, interviews, and presentations of
respective subjects [17].
In the Arab world, majority of prior studies have Web 2.0 Web 2.0
S.No S.No
examined general use of computers and internet usage Applications Applications
[11], [12] and [13] but little research has been done on 1. Blogs 10. Moodle
examining the adoption, usage and effect of Web 2.0 in
learning contexts such as the micro-blogging 2. Claroline 11. Myspace
application (Twitter) [6], [7]. According to Internet
3. Facebook 12. RSS
World Stats 2010, Internet usage in Arab countries
varies widely and reaches maximally up to only 88 4. Flicker 13. Twitter
percent in Bahrain [10]. Even though the utilization of
computer education with the adoption of internet 5. Foursquare 14. Vimeo
usage is encouraged by educators, however this comes 6. Futurity 15. W3C HTML
with new challenges that have been highlighted in
recent research in the local context, such as resistance 7. Gowalla 16. W3C CSS
from target populations and infrastructure issues [7],
[8], and [9]. As the prior review has shown, Web2.0 8. I-tunes 17. You-Tube
usage and adoption in educational sector is less
9. Linked In -- -----
propagated due to many challenges. Furthermore,
Web2.0 adoption issues are in need of adequate
examination and further research. This paper
contributes towards this need with an examination of
adoption and usage of Web2.0 technologies in
universities to enhance the education process in the
local context.

1 http://www.webometrics.info/index.html
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3 RESULTS & DISCUSSION 3.2 Arabic results

3.1 Usage of Web 2.0 in universities
First we examine the general usage of web 2.0
within the top ranking universities to obtain an overview
of most commonly used applications in these universities.
TABLE 2 shows the top 5 universities from Arab world
along with their usage of Web2.0.
TABLE 2
TOP 5 UNIVERSITIES & ITS USAGE OF WEB2.0
APPLICATIONS
In our study, top 100 universities from Arab region are
analyzed based on their adoption of Web2.0 application
in teaching & learning methodology. Furthermore,
TABLE 4 describes the country wise usage of Web2.0 in
Arab region.
TABLE 4
COUNTRY WISE USAGE OF WEB2.0 IN ARAB REGION
Country Web2.0 Applications

S.No. Name of University Web2.0 applications Algeria RSS, Moodle, Claroline

1. King Saud University Facebook , Twitter Facebook, RSS, Twitter,
Flicker, You-Tube, Linked
King Fahad Egypt
In, I-Tunes, W3C HTML,
University Of
2. RSS W3C CSS
Petroleum &
Minerals Facebook, Twitter, RSS,
Jordan
You-Tube
King Abdulaziz Facebook, Twitter,
3.
University You-Tube
Kuwait RSS
Umm Al-Qura RSS, Facebook
4.
University Twitter, You-Tube RSS, Facebook, Twitter,
Lebanon Flicker, You-Tube,
Al-Najah National Moodle
5. Twitter, RSS
University
Facebook, RSS, Moodle,
Morocco
You-Tube
Likewise, TABLE 3 illustrates the adoption of Web2.0
applications in top 5 western universities. Twitter,Facebook, Flicker,
Palestine
You-Tube, Moodle, RSS
TABLE 3
TOP 5 WESTERN UNIVERSITIES WITH ITS WEB2.0
APPLICATIONS Qatar RSS

Web2.0 Twitter, RSS, Flicker, You-

S.No. Name Of University Saudi Arabia
Applications Tube, Vimeo, Facebook
Facebook, Twitter,
1. Harvard University
You-Tube, I-tunes
Somalia You-Tube
Facebook, I-Tunes,
Massachusetts
You-Tube, RSS,
2. Institute Of Tunisia RSS
Twitter
Technology
Facebook, Twitter, United Arab
3. Stanford University RSS
You-Tube, Futurity Emirates
Facebook, You-
Berkeley University
4. Tube, I-Tunes, RSS In continuation of investigation, TABLE 5 shows the top 5
Of California
Web2.0 applications along with the first three countries
Facebook, Twitter, with their highest usage. In Arab Countries, Saudi Arabia,
5. Cornell University
Futurity Palestine and Egypt are the countries most commonly
accepting the usage of Web2.0 applications in Learning
From TABLE 2 and TABLE 3 the difference of and Teaching methodology.
adoption of Web2.0 technologies in top 5 universities can
be easily outlined. Topmost university in western region
has adopted twice the number of Web2.0 technologies as
compared to Web2.0 technologies adopted by topmost
university in Arab world.
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TABLE 5 200% more

TOP 5 WEB 2.0 APPLICATIONS WITH TOP 3 Linked In 2 4 in western
COUNTRIES RESPECTIVELY. universities

Moodle 2 0 ---
Web 2.0 applications Countries

Saudi Arabia, MySpace 0 2 ---

RSS
Palestine, Egypt
Approximate
Saudi Arabia, Egypt,
Facebook 162% more
Jordan RSS 13 21
in western
Saudi Arabia, universities
Twitter
Palestine, Egypt Approximate
Saudi Arabia, 400% more
You-tube Twitter 11 41
Palestine, Egypt in western
(Morocco, Palestine, universities
Algeria)/( Saudi Vimeo 1 1 0% variation
Moodle/Flicker
Arabia, Palestine,
Egypt) W3C
1 0 ---
HTML
3.3 Comparative Analysis
W3C CSS 1 0 ---
In Comparative study, we proceed with the comparison
of top 50 universities from each section. This study shows 400% more
how much is the variation exists in the usage of You-tube 8 32 in western
applications w.r.t. education in Arab & western region as universities
well. Moreover, this indicates the need of enhancement in
the Arab region. TABLE 6 shows the deviation of Web2.0
usage of western universities in comparison with Arab TABLE 7 shows the total usage percentage of Web2.0
universities. applications of Arab and western universities. Following
formula is applied to obtain the desired result.
TABLE 6
COMPARISON BETWEEN USAGES OF WEB2.0 IN No. of Variety of Web2.0
WESTERN & ARAB UNIVERSITIES application in respective region
Total Usage Percentage =
Western Total no. of Web2.0 applications
Web2.0 Arab Usage
Universi
applications Universities Variations
ties
TABLE 7
Blogs 0 5 --- TOTAL USAGE PERCENTAGE OF
Approximate WEB2.0 APPLICATIONS
400% more
Facebook 11 41 University Arab Western
in western
universities Title Universities Universities
Approximate Total Usage
300% in 11/13 = 68.75% 13/16 = 81.25%
Flicker 4 11 Percentage
western
universities
It has been observed from the systematic
Foursquare 0 2 --- review of Section 3 that four Arab countries Saudi Arabia,
Egypt, Lebanon and Palestine has quite good usage and
adoption of Web2.0 applications in their universities.
Futurity 0 5 --- Moreover, in the race of modern world, Saudi Arabia is
leading followed by Egypt and Palestine in adoption of
Web2.0 applications from Arab region. This has also been
Gowalla 0 1 ---
proved from TABLE 5 which mentions the top 5 Web2.0
2100% more applications usage in Arab universities with top 3
I-tunes 1 21 in western countries of each application.
universities The sub-section 3.3 has comparative analyzed results
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between top 50 Arab and western universities in their
teaching practice with Web2.0 applications. Table 7 [5]
depicts the total usage percentage of Arab and western
region universities. Furthermore, though the Arab usage
percentage is not so far from western Web2.0 usage but, [6]
in the deeper side, there is large gap in their adoption in
teaching and learning methods. Usage and adoption of
social networks in western universities are large in [7]
number than Arab universities. Arab Universities has a
variety of usage but those are not adopted by a large
number of universities. It brings a clear picture from
TABLE 6 which shows the gap variations ranges from 0%
to 2100% in handling Web2.0 applications. Most
applications mention in western universities is having [8]
approximately twice the usage in Arab universities. On
other side, many applications are zero use in Arabs
whereas they have good usage in western universities.
Likewise, most of the applications are not being used
(zero use) by western universities, on the same side, Arab
universities are also have low usage of those same [9]
applications. However, an individual Web2.0 application
fetches our attention by conveying the message of huge
gap in his adoption between Arab and western [10]
universities.
[11]
4 CONCLUSION
In this study, it is examined that the status of
Web 2.0 applications usage in education sectors is
inadequate in Arab world, as compared to western
universities. The comparative study in this paper has [12]
demonstrated that the adoption of Web2.0
technologies in education is in its early phases in Arab
world. Moreover, western universities are well [13]
diffused in their adoption of Web2.0 technologies in
education systems for the purpose of improving the
learning process and effective integration of new
technologies. The diffusion of Internet adoption in the [14]
Arab world suggests that Web2.0 has the potential to [15]
proliferate in a largely young population that is
increasingly proficient with technology and computer-
mediated communication. [16]
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