Students' Technology Use and Its Effects on Peer Relationships, Academic Involvement, and Healthy Lifestyles

Lloyd, Jan; Dean, Laura A.; Cooper, Donald R.

doi:10.2202/0027-6014.1832

Cited by 8 publications

(7 citation statements)

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“…It was found that the implementation of ICT applications in education influence students in their pattern of engagement and their communication behaviors (Arend, 2004). Students using ICT for academic purposes are usually more involved in their educational endeavor, such as class participation and assignment completion (Lloyd et al, 2007). Another important concept arising from using e‐textbooks is the enhancement of students’ interaction with each other.…”

Section: Research Modelmentioning

confidence: 99%

“…Doing so will allow them to digest e-textbook materials and understand the subjects. Defined as the quantity and quality of the physical and psychological energy that students dispense in academic activities, student involvement plays a critical role in improving learning experiences and performance (Astin, 1999; Student Involvement H1 H2 H3 Lloyd, Dean, & Cooper, 2007). According to the Student Development Theory (Astin, 1999), the more a student involves in academic activities, the greater will be the amount of student learning and personal development.…”

Section: Research Modelmentioning

confidence: 99%

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E‐Textbooks and Students’ Learning Experiences

Sun¹,

Flores²,

Tanguma³

2012

Decision Sci J Innov Edu

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The contribution of the e-textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e-textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e-textbook is for facilitating learning (i.e., E-book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e-textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E-textbook Helpfulness enhances students' learning outcomes directly and (2) Student Involvement plays an important mediating role between E-textbook Helpfulness and Learning Outcome if students use e-textbooks in class. These findings suggest that the successful adoption of e-textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e-textbooks.

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Section: Research Modelmentioning

confidence: 99%

Section: Research Modelmentioning

confidence: 99%

E‐Textbooks and Students’ Learning Experiences

Sun¹,

Flores²,

Tanguma³

2012

Decision Sci J Innov Edu

View full text Add to dashboard Cite

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“…If no other purposes are met, the Facebook groups may still be seen as successful for institutions which desire the fulfilment of these objectives. Regardless, there are a plethora of social media and pre-college topics to be examined further (Lloyd, Dean, and Cooper 2009). In particular, newer forms of social media targeting a younger crowd, such as YikYak, Instagram and Snapchat, should be examined for college-going patterns.…”

Section: Recommendations For Further Researchmentioning

confidence: 99%

Facebook, crowdsourcing and the transition to college

Nehls

Livengood

2017

Journal of Further and Higher Education

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a department of educational Psychology and higher education, university of nevada, las Vegas, nV, uSa; b global education & career development, Massachusetts institute of technology, cambridge, Ma, uSa ABSTRACTThe purpose of this study is to enhance our understanding of how college students connect online prior to their first year. Before students ever set foot on a college campus, they are making friends, joining clubs, locating activities, finding roommates and discussing future student activities all through the social network site, Facebook. Anticipatory socialisation theory frames this research to focus on the social, academic and career aspects of the transition. A case study approach and content analysis methodology sought to better understand frequent topics and themes for pre-college students. The primary foci of the pre-college Facebook interactions were connectivity and commonality among new students. An unintended finding was the discovery of crowdsourcing on post-secondary social media sites. Crowdsourcing taps into the collective intelligence of the public to complete tasks that an organisation would normally either perform itself or contract to a third-party provider; hence, outsourcing to a crowd. In this case, the crowd is comprised of pre-college students about to start their first year of post-secondary education. ARTICLE HISTORY

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“…The reason for this inability to think abstractly oddly enough is the very technology scholars argue make for exceptional students (for one example, see Huppert, Lomask, and Lazarowitz 2002; Lloyd, Dean, and Cooper 2009). 9 Computer technology is amazing, offering students images and text, but in the end, it remains a visual medium.…”

Section: Changing the Program To Break The Web Paradigmmentioning

confidence: 99%

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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Today's entering college students have the advantage of a lifetime of computer use. Education scholars and professionals claim that such exposure makes these students the most prepared ever to enter college. It cannot be argued that the advent of the Web, and Web 2.0 has placed at students' fingertips great works of literature, art, and science. It also cannot be argued that despite all this opportunity, students enter college writing with less precision than at any time in the last century. The two facts are reconcilable because (1) students map the world of technology differently than we do; and (2) they live in a digital culture different from our own. Until we understand that our perception of computers and technology is vastly different from our students, we cannot understand why they do what they do, and they will never understand what we want of them. This article argues that unless we change our pedagogy of technology, students and faculty will continue to be frustrated at poor performance, plagiarism, and misunderstandings about what each expects of the other. Los estudiantes que entran a la universidad en el siglo XXI tienen una ventaja sobre sus colegas de hace una década porque tienen toda una vida usando el computador. Académicos y profesionales afirman que dicha exposición convierte a estos estudiantes en los mejor preparados para entrar a la universidad. No puede ser negado que la llegada del internet y de la web 2.0 ha colocado al alcance de los estudiantes grandes obras de literatura, arte y ciencia. Tampoco puede ser negado que, a pesar de todas estas oportunidades, los estudiantes entran a la universidad escribiendo con menor precisión que cualquier otro momento en el último siglo. Ambos hechos son compatibles porque: (1) los estudiantes interpretan el mundo de la tecnología de forma diferente a nosotros, y (2) ellos viven en una cultura digital diferente a la nuestra. Hasta que comprendamos que nuestra percepción de las computadoras y la tecnología es diferente a la de nuestros estudiantes, no comprenderemos porque hacen lo que hacen, y ellos nunca comprenderán lo que queremos de ellos. Este artículo sugiere que, a menos que cambiemos nuestra pedagogía de la tecnología, estudiantes y profesores continuarán frustrados por el bajo rendimiento, plagio y malentendidos acerca de lo que cada uno espera del otro.

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Students' Technology Use and Its Effects on Peer Relationships, Academic Involvement, and Healthy Lifestyles

Cited by 8 publications

References 0 publications

E‐Textbooks and Students’ Learning Experiences

E‐Textbooks and Students’ Learning Experiences

Facebook, crowdsourcing and the transition to college

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

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