The content created by digital natives via collaborative Web 2.0 applications provides a rich source of unique knowledge and social capital for their virtual communities of interest. The problem addressed in this study was the limited understanding of older digital immigrants who use Web 2.0 applications to access, distribute, or enhance these unique knowledge resources in their communities. The purpose of this study was to analyze whether independent variables of demographic factors, facilitating conditions, academic major or computer self-efficacy had a significant impact on the dependent variable of Web 2.0 use among a sample of digital immigrant e-learners. The theoretical foundation for this research was based on the technology acceptance model. The research design for this descriptive quantitative analysis relied on interval scale data and demographic data collected from participants via a survey of IT adoption. Analysis of variance and Pearson's correlation analysis were conducted on the resulting survey data to test the hypotheses of specific factors affecting Web 2.0 use. Results indicated that female e-learners reported statistically higher Web 2.0 application use and a significant and moderate correlation between computer self-efficacy and Web 2.0 use. There were no significant associations between Web 2.0 use and age and academic major. The implication for positive social change includes better communication and collaboration within and among diverse and virtual communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]