Session Information
Contribution
Description: University students today have typically grown up with easy access to a diverse range of technologies in their leisure and study. Relaxed about accessing their music off the web and using a variety of technologies in their everyday lives, the title of 'iPOD generation' has been extended to include even those of their peers who do not own one of the iconic symbols of the early 21st century. Technology has become such an integral part of their lives that this generation has been nicknamed the 'digital natives' by Prensky, since they represent the first generation to grow up with the ubiquity of technology throughout their lives. As this generation of students moves into adulthood and university study, what are their expectations of using technology in their studies and how far could these expectations be accommodated within the varied learning environments of higher education?This paper presents the findings of an investigation into the prior experiences of technology in the study and leisure activities of a group of students at the start of their university careers. The investigation also considered the students' expectations of using technology in their studies and the perceived barriers which students anticipated in the use of technology to support their studies.With more and more students needing to work part-time to support their studies, the notion of a managed learning environment where students could access course materials and discussion forum and submit assignments on a 24/7 basis is increasingly attractive to them, but can they trust the technology to deliver their expectations? The notion of trust and the matching of students' expectations with high quality learning environments will be discussed.
Methodology: An initial study was conducted in October 2005 with a structured online survey made accessible to students of all ages and disciplines who were registering for the first time. This received a total of 600 respondents; a subsequent paper based study was made available for students who, for whatever reason had chosen not to complete the original survey, representatives of both groups were subsequently invited to participate in a guided focus group discussion. Survey Data was analysed using SPSS to compare hypotheses.Focus group discussions were taped and then transcribed for further analysis prior to developing a summary of outcomes.
Conclusions: With nearly 70% of the students in the original survey being in the young adult age range of 18-21, there was a mix of attitudes and expectations, but around 90% claimed to be able to access the internet from their home either on or off campus. The students showed predictably high levels of confidence with technologies such as text messaging and using email and the ease of electronic communications was valued by nearly 80% of students as a means of supporting their learning. However when offered a choice students still stated a preference for choosing a traditional face to face approach for their learning, rather than let their entire learning take place online, regardless of their apparent ease with technology. They mistrusted the technology, with the major barrier voiced by the students being their concern that 'the system would go down'. A comparison is being undertaken between these students and those who filled in a paper survey.
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