the annual ecar student and it study (178941619)
TRANSCRIPT
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ECAR Student Technology Study
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Report Authors
Eden Dahlstrom, @DataDeevaEDUCAUSEDirector of Research
Charles Dziuban,University of Central FloridaDirector, Research Initiative for Teaching Effectiveness
J.D. Walker University of MinnesotaResearch Associate
Glenda Morgan, @morganmundumUniversity of Illinois at Urbana-ChampaignDirector of Academic Tech Services & eLearning Strategist
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What Is the “Student Study?”
ECAR
Conceptualizes
Operationalizes
Invites
Facilitates
Returns
Analyzes
Reports
Institutions Volunteer
Implement
Remind
Utilize
An annual ECAR study of undergraduatestudents’ experiences with and
expectations about technology
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Methodology
251 institutions; 113,035 undergraduate responses Voluntary survey, opportunistic sample
$50 and $100 survey incentives (~1 in 2,000 chance of “winning”)
Sample of ~10,000 U.S.-based respondents Stratified, random sample to proportionally match
undergraduate demographics per IPEDS
1% margin of error
All non-U.S.-based responses included in report wherenoted
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Methodology: Response Counts
*Data from one institution were excluded from the final analysis, yielding 112,585 valid responses for the full 2013 data set
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Student Study
ProjectOverview
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Resource Hub www.educause.edu/student-study
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Research Products
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Study Evolution
2007 2008
2013
2009
2012
2010
2011
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Study Evolution
2007 2009 2011 2013
Technology Students Students Technology
Courses Technology Technology CoursesStudents Institutions Information Students
Institutions Handheld College Learning
Learning Internet Instructors Institutions
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Study Evolution for 2014
= +
{ student voices }{
better institutional perspective
} {faculty voices
}
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Why Is This Work Important?
ECAR uniquely capturesthe student voice (and willcapture the faculty voice)about technologyexperiences andexpectations.
…the “So What”
The “What”…
&
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Key Findings
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2013 THEMES
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Technology Value and Use
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Technology Value and Use
Students value the ways inwhich technology helpsthem achieve their academic goals and
prepares them for their future academic andworkplace activities.
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Technology Value and Use
Basic technologyresources, such asthe institution'swebsite and theCMS, are the most
pervasive and mostvalued.
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Technology Value and UseFreely available course content/open educational
resources, e-books, simulations and education games, ande-portfolios are still in the experimental stages for students.
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Technology Value and Use
Students’ relationship with
technology is complex.They recognize its valuebut still need guidancewhen it comes to using itfor academics.
…the “So What”
The “What”…
&
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Learning Environments
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Learning Environments
Although not fullymainstream…
…blended learning persists as
the preferred modality.
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Learning Environments
More students are taking online-only courses…
…however, few
undergraduates havetaken a MOOC.
3%
3%
3%
2%
3%
4%
4%
3%
4%
6%
0% 20% 40% 60% 80% 100%
AA
BA Pub
BA Priv
MA Pub
MA Priv
DR Pub
DR Priv
All U.S.
Canada
Other Countries
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Learning Environments
Students prefer blendedlearning environmentswhile beginning toexperiment with MOOCs.
…the “So What”
The “What”…
&
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Mobile Device Ownership and Use
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Mobile Device Ownership and Use
Undergraduates own two to three
Internet-capable devices, andownership of smartphones andtablets in particular jumped the most
from 2012 to 2013.
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Mobile Device Ownership and Use
Product market share remains diversefor undergraduates.
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Mobile Device Ownership and Use
Ten challenges for usingsmartphones as learning tools.
1) 34% slow network
2) 34% inadequate battery
3) 32% device usability issues
4) 31% cost of data service
5) 29% limited network access
6) 25% cost of device
7) 20% lack of apps
8) 18% cost of apps9) 12% security/privacy concern
10) 4% health concern
STUDENTS’
IN-CLASS
BYOD
EXPERIENCE
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Mobile Device Ownership and Use
Mobile deviceaccess toinstitutionallyprovided services,
applications, andwebsites is up,thoughperformanceratings are waninga bit comparedwith 2012.
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Mobile Device Ownership and Use
Students are ready to usetheir mobile devices morefor academics, and theylook to institutions andinstructors for opportunities andencouragement to do so.
…the “So What”
The “What”…
&
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Connectivity and Engagement
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Connectivity and EngagementTechnology makes the connected age possible, butusing technology to help students feel more engaged intheir classes (or campus life) and connected with otherscan be challenging.
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Connectivity and Engagement
Students prefer to keeptheir social and academiclives separate, and theymaintain those boundaries
in their use of technology.
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Connectivity and EngagementStudents are only moderatelyinterested in early-alert learner analytics and guidance aboutcourse offerings.
e.g., Netflix or Amazon.com “you
may also like” or “we recommend”
e.g., tutoring, skills-building
opportunities, etc.
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Connectivity and Engagement
Students value their privacy, and usingtechnology to connectwith them has its limits.
…the “So What”
The “What”…
&
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Q&A
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Learn More
Participation Website:http://www.educause.edu/student-study
E-Mail:[email protected]
Twitter updates from Eden:@DataDeeva
E-Live at 10 AM Pacific Time 11/12
http://www.educause.edu/conferences-
events/online-events/educause-live-
webinars
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Thank You, Participants! (p. 1 of 4)
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Thank You, Participants! (p. 2 of 4)
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Thank You, Participants! (p. 3 of 4)
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Thank You, Participants! (p. 4 of 4)