Technology use and learning characteristics of students in higher education: Do generational differences exist?

Lai, Kwok-­Wing; Hong, Kian Sam

doi:10.1111/bjet.12161

Cited by 189 publications

(161 citation statements)

References 24 publications

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“…Furthermore, these studies have shown that high levels of access, ownership, and use of specific types of digital tools and applications, did not necessarily transformed into extensive use of ICT in the academic environment. Although the findings showed significant growth in university students' access to and use of a range of ICT, their use of ICT was more for social and personal purposes than for learning (Selwyn, 2008, Dahlstrom et al, 2014Lai & Hong, 2015).…”

Section: University Students' Use Of Ictmentioning

confidence: 90%

“…The participants appreciated their flexible access to the internet and social media via their mobile phones. In New Zealand, Lai and Hong (2015) examined university students' use of digital technologies for educational, personal and social activities. Eight hundred and eight undergraduate and postgraduate students completed a questionnaire.…”

Section: University Students' Use Of Ictmentioning

confidence: 99%

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A Study of Undergraduate Students’ Use of Information and Communication Technology (ICT) and the Factors Affecting their Use: A Developing Country Perspective

Gasaymeh

2018

EURASIA J MATH SCI T

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The purpose of this study was twofold: (1) to examine the extent of undergraduate students' use of Information and Communication Technologies (ICT) for personal and educational purposes, and (2) to examine differences in their use based on their gender, academic year, major, ICT access, and perceived ICT competencies. A descriptive method was followed in which 252 participants completed a questionnaire. The participants were students from a university in Jordan. The results showed that almost all the students owned smartphones and majority of them owned laptop computers. They had easy access to common types of technologies such as computers and the internet. They had moderate competencies in the general use of these common technologies, and high competencies in using smartphones. They were users of common digital tools and applications for personal purposes. Their ownership, access, competencies with, and use of ICT for personal purposes did not result in extensive use of ICT for educational purposes. However, students' use of ICT for informal learning had multifaceted relationships with their use of ICT for personal purposes, ICT access, and ICT perceived competencies. Students' ICT use for informal purposes is also influenced by their gender. However, the students' use ICT for formal learning was not directly influenced by their ICT access, ICT perceived competencies, gender, or major. But, students' use ICT for formal learning was related to their use of ICT for personal purposes and for informal learning. Nowadays university students surrounded by technology, some common types of these technologies include smartphones, Social Networking Service (SNS), computers, and the internet. They know how to use these types of technologies. Students' use of ICT in their learning is directly and indirectly influenced by several factors. University administrators and faculty members should take advantage of students' use and experience of specific types of ICT such as smartphones and SNS in their personal and social life by formally integrating such ICT in students' learning. However such integration needs careful planning in terms of considering the pedagogy related to technology integration and considering the factors that would influence students' acceptance and use of such technologies.

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Section: University Students' Use Of Ictmentioning

confidence: 90%

Section: University Students' Use Of Ictmentioning

confidence: 99%

A Study of Undergraduate Students’ Use of Information and Communication Technology (ICT) and the Factors Affecting their Use: A Developing Country Perspective

Gasaymeh

2018

EURASIA J MATH SCI T

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“…Our analysis revealed no obvious differences in technology courage across our wide range of ages. Although generational differences in learning with technology have been widely studied (Lai & Hong, 2015, Waycott et al, 2010, Kirschner & De Bruyckere, 2017, debates continue on whether one's generation is truly predictive of attitudes towards learning. Maybe it is not one's generation that makes the difference, but instead one's technology courage.…”

Section: Discussionmentioning

confidence: 99%

Technology Courage: Implications for Faculty Development

Niebuhr¹,

Niebuhr²,

Rudnicki³

et al. 2018

MedEdPublish

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Purpose: From a decade of technology-focused faculty development, the authors recognized that academic physicians adopt educational technology at varying rates and with variable confidence. This work is an exploration of the phenomenon of technology courage and how the concept can inform faculty development.Method: Qualitative methods of interpretative phenomenological analysis (IPA) were used. Faculty interviews were transcribed using Google Docs voice typing. Data were analyzed, themes developed, and supportive narratives were identified using IPA methodology.Results: Two themes emerged. The theme of Willingness includes willingness to try, explore, or risk learning a new technology; and willingness to persist in the face of fear or anxiety. The theme of Benefit Evaluation relates to motivators for technology courage, i.e., assessing benefit to self and learners before learning and using a new technology. Conclusions:From a theme analysis, a definition of technology courage has emerged: willingness to try and to persist when using a new technology because of perceived benefit to self and/or others. The authors discuss how further research of the construct might be guided by theoretical frameworks of grit, self-efficacy, teacher identity, and generational learning differences. Recommendations are offered on how the construct of technology courage can be valuable for technology-focused faculty development

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“…Det er derimod påstanden om, at de dermed også er saerligt teknologikyndige såvel generelt, som når det gaelder bestemte faglige anvendelser af digitale medier. En raekke studier har påpeget, at der mangler empirisk grundlag for påstanden, og at der naermere er tale om, at mange unge mestrer et begraenset repertoire af digitale vaerktøjer, samt at generationsbegrebet er løst defineret og helt overser potentielt vaesentlige sociale og kulturelle faktorer (Gallardo-Echenique, 2015;Lai & Hong, 2015;Smith, 2012).…”

Section: Digitalt Indfødte Og Akademisk Skolingunclassified

Projektarbejde og akademisk IT-skoling

Heilesen

Davidsen

2016

LOM

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Artiklen redegør for en kortlægning i 2015 af de studerendes brug af IT-værktøjer i forbindelse med projektarbejde på Roskilde Universitet. På grundlag af en spørgeskemaundersøgelse samt interviews med 12 studerende forklares anvendelsen af IT-værktøjer i projektarbejdets forskellige faser. Som ramme for undersøgelsen diskuteres begrebet ”akademisk digital skoling”, og der trækkes linjer til internationale undersøgelser, som synes at bekræfte, at studerende reelt bruger et fåtal af IT-værktøjer, og at disse i hovedsagen ikke er udviklet til akademiske formål. Undersøgelsens resultater sammenholdes med det udvalg af IT-værktøjer, universitetet stiller til rådighed for ansatte og studerende. Afslutningsvis diskuteres de mulige årsager til tingenes tilstand, samt hvordan det vil være muligt at hæve niveauet af den akademiske digitale skoling. This paper introduces a 2015 survey of Roskilde University students' use of IT-tools in project work. Based on a survey and qualitative interviews, the use of IT-tools in various phases of project work is illustrated and discussed. The concept "academic digital competence" is introduced as a framework for the study, and parallels are drawn to international research confirming that students tend to use only a limited number of IT-tools, the majority of which were not developed for academic purposes. The survey results are compared to the actual range of IT-tools that the university offers freely to faculty and students. In conclusion, the authors discuss the reasons for the state of affairs and how to strengthen academic digital competences.

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Technology use and learning characteristics of students in higher education: Do generational differences exist?

Cited by 189 publications

References 24 publications

A Study of Undergraduate Students’ Use of Information and Communication Technology (ICT) and the Factors Affecting their Use: A Developing Country Perspective

A Study of Undergraduate Students’ Use of Information and Communication Technology (ICT) and the Factors Affecting their Use: A Developing Country Perspective

Technology Courage: Implications for Faculty Development

Projektarbejde og akademisk IT-skoling

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