Story so far!
Oblinger and Oblinger (2005)
United States
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‘Watershed’ in research – students interaction with technology may be changing the way they learn.
Net Generation:
· Grown up with technology
· Technology embedded in their world
· Digitally literate
· Virtually connected and socially orientated
· Expect quick responses
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Kennedy et al (2008)
Australia
Is the ‘net generation’ really tech savvy
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Embracing technology and tools is not the universal student experience and we cannot assume that the ‘net gen’ know how to employ technology or adopt a one size fits all approach.
No consistency in the technology used by students but a breadth of experience
Must react to the diversity of our students
The study found that students were ‘overwhelmingly positive’ about the use of technologies, indicating that they used them for all aspects of their studies (finding information, communicating with teachers and peers, module administration and general study purposes).
The possibility of a digital divide
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Sharpe et al
(2005)
United Kingdom
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Reviews needed of current learner experience literature
Found that many of these studies focused primarily at the level of module evaluations, rather than on how learners actually use and experience technology. From this two projects commissioned (LEX and LXP)
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LXP
Conole et al (2006)
UK
How do learners engage with and experience e-learning (perceptions, use and strategies) and how does e-learning relate to and contribute to the whole learning experience?
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Students are appropriating technologies to meet their own personal, individual needs – mixing the use of general ICT tools and resources with official module or institutional tools and resources.
· the Web is unequivocally the first port of call for students
· technologies are used extensively by students to communicate with peers and tutor
· learners see technology as integral to all aspects of their lives.
· increasing use of user-generated content in the form of site such as Wikipedia is challenging the traditional norms of the academic institutions as the key knowledge expert and providers.
· learners do not necessarily use the same technologies for learning as for other aspects of their lives, although for some learners there is an overlap.
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SPIRE
White 2007
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The SPIRE report (White (2007), JISC-funded ‘SPIRE’ project), which focused on the use of Web 2.0 technologies
The overall theme is that of sharing: materials, ideas, knowledge, friends and contacts. Another overarching principle that occurs across these services is the notion of a flow or flux of information and ideas.
Further research should be undertaken to gain a better insight into the motivations of those using Web 2.0 services.
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The JISC Ipsos MORI polls 2008
school leavers’ views of technologies and their expectations of the kind of technological environment they expect at university
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· Overall, universities are perceived to be providing a basic level of ICT provision to a good standard. Expectations are met, and sometimes exceeded.
· However universities are not currently perceived to be leading the way in developing new ways people can learn.
· At the moment, technology trainingfor students (and, one might suspect, for staff) tends to focus on how to use different systems.
· There is little sense that for these students, the university has a remit to encourage them to think differently about information, research and presentation.
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LEX
(2004 – 2009)
How learners interact with technology throughout their learning lives.
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· Nearly all students have access to a great deal of technology, not just that provided by their institution, but also their own laptops and mobile phones.
· Learners are immersed in a technology rich environment and make use of the technology available to them in a wide range of ways.
· Some learners feel disadvantaged by a lack of functional access to technology or the skills to use it properly
· Others are making deliberate choices to adopt sophisticated technology‐mediated learning strategies and finding and using a range of tools in personalized, creative ways to support their study.
· Learners have high expectations of institutions to provide robust, reliable and accessible technology
· Most learners do not have clear ideas of how courses could be using technology in educational and innovative ways.
· Learners lead complex, time pressured lives and they need to develop organization skills to help them manage the multiple demands of study with home, family and employment
· Learners are clear that most of their technology use for learning is defined by their courses and tutors. The powerful influence of context means that teachers and their institutions need to take the lead in supporting learners' developing digital literacies.
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PB- LXP
(2007 – 2009)
the relationship between work/practice and student learning using ICT
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· Utility and ease of use are key factors in the appreciation of ICT tools provided by the module
· The relevance of ICT tools to the work context can fuel study commitment
· ICT elements in modules introduce a practical element into study, which is much valued by students
· Online study methods are valued where they support students’ feelings of control and being able to make progress
· ICT tool usage can help to connect study with application to practice in the workplace Students’ different work contexts influence their attitudes towards the ICT in their module.
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ECAR
Dahlstrom (2011)
undergraduate students and information technology and how information technology affects the college experience
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