Understanding learners' perceptions regarding the effectiveness of information and communication technology (ICT) use, including those in the broad category of social media, is both important and critical to the success or failure of integration of ICT in higher education settings. Using theories of educational psychology and technology integration, a 50-item survey was constructed and data were collected from 14,283 students from 12 Québec universities in Canada, using a probabilistic sampling strategy. Exploratory factor analyses followed by multiple regressions show that engaging lectures, effective use of ICT tools for individual study and group-work, as well as active and selfregulated study strategies have a positive and significant impact on students' perceptions of course effectiveness. Results are discussed in light of research on social media tools, instructional effectiveness and gender difference in technology use.

Afin d’assurer l’intégration des technologies de l’information et de la communication (TIC) dans les universités, il est essentiel de comprendre comment les étudiants et leurs enseignants perçoivent leurs compétences et l’utilisation des TIC. Des données ont été recueillies d’étudiants et d’enseignants dans 12 universités québécoises par des questionnaires fondés sur les théories psychopédagogiques dans le contexte de l’intégration des technologies éducatives. Les résultats montrent que pour les enseignants, l’efficacité de l’utilisation des TIC et des stratégies interactives de l’enseignement prédisent plus fortement une perception positive de l’expérience d’apprentissage en classe. Cependant pour les étudiants, les cours magistraux qui sont stimulants sont l’élément le plus important de leur appréciation d’apprentissage. Les possibilités de recherche future sont discutées à la lumière des résultats de cette étude.We are witnessing the integration of increasingly sophisticated information and communication technologies (ICTs) in higher education settings. Understanding learners’ and instructors’ perceptions of their proficiency and use of ICTs is critical to the success of their integration in universities. Using a theoretical framework grounded in technology integration and educational psychology, survey data were collected from students and instructors spanning 12 Quebec universities. Results show that, for instructors, the efficacy of ICT use, and constructivist, interactive forms of teaching most strongly predict a positive perception of the classroom learning experience. Meanwhile, for students, stimulating lectures are the chief predictors of their learning appreciation. Directions for future research are discussed in light of the results of this study

This paper reports on a study that was undertaken to measure university instructors' perceptions of pedagogical use of various information and communication technologies (ICTs) and links these to their perceptions of effectiveness of students' learning experiences. Using a theoretically derived 54-item instrument and a rigorous probabilistic sampling strategy, survey data were collected from 2,626 instructors from 12 participating universities in Québec, Canada. Exploratory factor analyses and regression modeling demonstrate that, for the most part, effective use of office automation tools and, to some extent some text-based tools, are perceived by instructors to significantly contribute to students' learning. We however find some variance in the results when controlling for instructors' computer proficiency, faculty and gender. Results and limitations are discussed in light of current research on the role of gender, type and proficiency of ICT use as well as perceptions of teaching and learning effectiveness in higher education.

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