Category Archives: Reports

Changing Perspective: Using Student Voices to Advance Learning Technology

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At today’s Friday Focus on e-Learning, we took a moment to reflect on the 2012 ECAR Study of Undergraduate Students and Information Technology. This is a replay of a Feb. 2012 session from the EDUCAUSE Learning Institute (ELI) conference, of which UTHSC was a virtual participant.

Since 2004, ECAR has surveyed undergraduate students annually about technology in higher education. In 2012, ECAR collaborated with 195 institutions to collect responses from more than 100,000 students about their technology experiences. The findings are distilled into the broad thematic message for institutions and educators to balance strategic innovation with solid delivery of basic institutional services and pedagogical practices and to know students well enough to understand which innovations they value the most.

Access a wealth of information about the 2012 and prior years’ ECAR Study reports here.

Various bits & pieces:

  • 74% of students say they’ve taken a course with one or more online components
  • 16% of students say they skip classes when course lectures are available online
  • 54% of students say they are more actively involved in courses that use technology
  • 55% of students say they wish their instructors used more simulations/educational games
  • 57% of students wish instructors would use more online open educational resources
  • 86% of students own laptops
  • 62% of students own smartphones
  • 33% of students own desktops
  • 15% of students own tablets
  • 12% of students own e-Readers

Important to do from a mobile device:

  • 66% access course website or syllabi
  • 64% using course or learning management systems

Platforms students are using:

  • 77% laptops; 20% macs
  • 44% iphone, 46% Android
  • 57% iPad

75% of students say that technology helps them achieve their academic outcomes

importance of various devices to academic success (the top 3):

  • laptop 85%
  • printer 84%
  • thumb drive 68%

Percentage of students who use the resources now as compared to 2010:

  • 7x as many students using e-portfolios
  • 5x as many students use web-based citation/bib tools
  • 3x as many students used e-books

Technology literacy isn’t innate

  • 66% of students surveyed in the US say they agree/strongly agree they’re prepared to use technology upon entering college/university
  • 64% say it’s very/extremely important to be trained
  • most students say that they get info from instructors on how to use technology

57% of students say they like to keep academic and social lives separate

53% of students say to use F2F interaction more

Key Findings for 2012

See the report for a full list key messages, findings, and supporting data.

  • Blended-learning environments are the norm; students say that these environments best support how they learn and best engage them.
  • Students want to access academic progress information and course material via their mobile devices, and institutions deliver.
  • Technology training and skill development for students is more important than new, more, or “better” technology.
  • Students use social networks for interacting with friends more than for academic communication.

ECAR Recommends these Actionable Results

See the 2012 report for a full list of actionable results.

  • Look to emerging or established leaders (other institutions, other countries, other industries) for strategies to deliver instruction and curricular content to tablets and smartphones. Learn from their exemplary strategies for IT support and security with student devices as well as planning, funding, deploying, and managing instructional technologies, services, and support.
  • Prioritize the development of mobile-friendly resources and activities that students say are important: access to course websites and syllabi, course and learning management systems, and academic progress reports (i.e., grades).
  • Bridge the gap between the technologies that have seen the greatest growth (e-portfolios, e-books/e-textbooks, and web-based citation/bibliographic tools) and students’ attitudes about their importance. Focus training/skill-building opportunities for students, professional development opportunities for faculty, and support service opportunities on these emerging technologies.
  • Use e-mail and the course and learning management system for formal communication with students. Experiment with text messaging and instant messaging/online chatting, and don’t focus efforts on using social networks and telephone conversations to interact with students.

What’s the Horizon Report and What’s it mean to me?

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Replay of the recording of the 2013 ELI 2013 session where the Horizon Report was first released.

Released on 2/4/13, the NMC (New Media Consortium’s) Horizon Report, Higher Education Edition, is an annual “unbiased source of information that helps education leaders, trustees, policy makers, and others easily understand the impact of key emerging technologies on education, and when they are likely to enter the mainstream.” This is the 10th annual edition.

The Horizon Report is about LEARNING.

Time to adoption horizon:

  • One Year or Less:
    • Massively Open Online Courses (MOOCs)
    • Tablet Computing
  • Two to Three Years:
    • Games and Gamification
    • Learning Analytics
  • Four to Five Years:
    • 3D Printing
    • Wearable Technology

 

Key emerging trends:

  1. Openness – concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information – is becoming a value.
  2. MOOCs – weren’t even on last year’s report; but today are on the near-term list.
  3. The workforce demands skills from college grads that are more often acquired from informal learning experiences than in universities.
  4. There is increasing interest in using new sources of data for personalizing the learning experience and for performance measurement (learning analytics).
  5.  The role of educators continues to change due to the vast resources that are accessible to students via the Internet.
  6. Education paradigms are shifting to include online learning, hybrid learning, and collaborative models.

Significant challenges limit the transition to the emerging trends. We seem to be playing catchup a lot these days.

  1. Faculty training still does not acknowledge the fact that digital media literacy continues its rise to importance as a key skill in every discipline and profession.
  2. The emergency of new scholarly forms of authoring, publishing, and researching outpace sufficient and scalable modes of assessment.
  3. Too often it is education’s own processes and practices that limit broader uptake of new technologies.
  4. The demand for personalized learning is not adequately supported by current technology or practices.
  5. New models of education are bringing unprecedented competition to the traditional models of higher education.
  6. Most academics are not using new technologies for learning and teaching, nor for organizing their own research.

Want to get a head start on knowing what’s coming up for the next Horizon Report?

  • Into Twitter? Use the hashtag #NMCHz to stay in the know and get a steady stream of resources.
  • Mobile? Get the app for HZ News (iOS and Android)
  • Want to keep up with the advisory board’s work during the year? Log onto horizon.wiki.nmc.org
NMC Horizon Report 2013 Higher Education Edition

NMC Horizon Report 2013 Higher Education Edition

EDUCAUSE Learning Institute (ELI) 2013 – join us to learn more!

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The last session of ELI 2013 was delivered by Robbie Kendall-Melton, the Associate Vice Chancellor for Academic Affairs: eLearning at the Tennessee Board of Regents (TBR). She was a dynamic speaker who kept engaging the audience with all her apps and mobile devices. She had mobile devices no one had heard of!

At the conclusion of her session, she pointed the group to the TBR’s emerging technology website. From there, you can explore the Education & Workforce Mobile Apps Resource Bank, register to receive email notifications of new apps that match your key variables of subject, device, and level, and explore a variety of other resources related to mobilization and emerging technology.

Want to become part of a mobile learning special interest group? Sign up here. Access a variety of mobile-related information and apps.

For UTHSC faculty, we’ll be hosting Friday Focus on e-Learning and reviewing several of the recordings from the ELI 2013 session. For the next 3 Fridays, here’s the schedule (click the title to read more about each session/presenter):

There’s something for everyone in the ELI 2013 archive. From MOOCs to badges to mobile learning and more, plan to join us for a lively discussion on Fridays from 1-2pm!

Below is a great infographic from OnlineDegrees.org (spotted on the TBR’s website) about the mobile lives of college students. Any of this ring true to you?

2013 Profile of the Mobile Lives of College Students

Mobile Lives of Online College Students

Graphic attributed to OnlineDegrees.org.

Meta-analysis finds students in online learning conditions perform modestly better than students receiving F2F instruction

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At UTHSC we have several programs and courses that are offered either fully online or offered in a hybrid format. Note: Hybrid = a blend of in-class and online activities.

A key question that repeatedly arises is whether the fully online and/or hybrid courses are “as good as” general face-to-face courses. This translates to a question of effectiveness of instruction, with the need to compare various forms of learning.

For those of you with questions, have a look at the report entitled “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies” that was published in Sept. 2010 by the U.S. Department of Education’s Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service.

The bottom line of the report:

The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction.

Four research questions guided the research:

  1. How does the effectiveness of online learning compare with that of face-to-face instruction?
  2. Does supplementing face-to-face instruction with online instruction enhance learning?
  3. What practices are associated with more effective online learning?
  4. What conditions influence the effectiveness of online learning?

What did they do to get to the bottom line?Researchers systematically searched the research literature from 1996 through July 2008 to identify relevant and usable studies for a meta-analysis. From the more than 1,000 empirical studies of online learning identified, researchers found 45 usable studies and a total of 50 independent effects that could be subjected to meta-analysis.

Their key findings included:

  • Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction
  • Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction
  • Effect sizes were larger for studies in which the online instruction was collaborative or instructor-directed than in those studies where online learners worked independently
  • Most of the variations in the way in which different studies implemented online learning did not affect student learning outcomes significantly
  • The effectiveness of online learning approaches appears quite broad across different content and learner types
  • Effect sizes were larger for studies in which the online and face-to-face conditions varied in terms of curriculum materials and aspects of instructional approach in addition to the medium of instruction

When the researchers conducted a narrative review of experimental and quasi-experimental studies that contrasted different online learning practices, the majority of studies suggested:

  • Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes
  • Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes
  • Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection
  • Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners

The researchers offered caveats to their findings that included:

  • Despite what appears to be strong support for blended learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium.
  • Although the types of research designs used by the studies in the meta-analysis were strong (i.e., experimental or controlled quasi-experimental), many of the studies suffered from weaknesses such as small sample sizes; failure to report retention rates for students in the conditions being contrasted; and, in many cases, potential bias stemming from the authors’ dual roles as experimenters and instructors.
  • Although this meta-analysis did not find a significant effect by learner type, when learners’ age groups are considered separately, the mean effect size is significantly positive for undergraduate and other older learners but not for K–12 students.

What have your experiences been as instructor or student in online/hybrid courses? When you access a copy of the report, do the findings ring true to you?
7.365_todd_takes_a_class

Image attribution: Image copied by C Russell 20120105 // Photo of 7.365_todd_takes_a_class // Photo provided by Todd Morris http://www.flickr.com/photos/alohateam/4253713645/   // Some rights reserved by Todd Morris http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en

ECAR National Study of Undergraduates & Information Technology 2011

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The audio recording, slides and transcript are available at http://www.educause.net/Archives/2719

Important resources about the study are located at http://www.educause.edu/Resources/ECARNationalStudyofUndergradua/238012 – includes the full report, a slide deck, an infographic, and survey questions.

In this study, the objectives included:

  1. assess student OWNERSHIP and USE of technology
  2. explore how EFFECTIVELY students, instructors, & institutions use t echnology
  3. gauge students’ technology PERCEPTIONS and PREFERENCES

145 institutions participated in the 2011 study. In addition they used a national sample of undergraduates drawn from a consumer panel.

Key findings:

  1. students are drawn to HOT TECHNOLOGIES but rely on more traditional devices
  2. students recognize MAJOR ACADEMIC BENEFITS of technology
  3. students report UNEVEN PERCEPTIONS of institutions and instructors on technology
  4. Facebook-generation students juggle personal and academic interactions
  5. students prefer, and say they learn more, in classes with online components

Finding #1:

What percentage of students said they own an iPad? 8%, 12%, 23%, 37%
Correct answer: 8% of students own an iPad
This is in contrast to 43% of college presidents who report they own an iPad

Students prefer SMALL, MOBILE devices, such as laptop (87%), printer, DVD players, USB thumbdrives, WiFi, Stationary gaming device, iPod, HDTV, digital camera, webcam, desktop computer, handheld gaming device, netbook (11%), iPad (8%).

EXTREMELY VALUABLE for academic success:

  • laptop 81%
  • wifi 51% (and more were listed – get that from the slides)

Core software is essential – word processing, presentation software, spreadsheets – BUT MANY STUDENTS SAY THEY LACK SKILLS to use the particular software (again, get from slides) – library and course management systems are highly used.

Students at community colleges are more likely to own STATIONARY technologies
Students at institutions that award masters and doctoral degrees are more likely to own PORTABLE technologies

Finding #2:

The major benefits of technology for academic success include:
52% – gives me access to resources and progress reports
44% – makes me more productive
35% – helps me feel connected
33% – makes learning more engaging and relevant

Top 5 softwares that are extremely valuable in students’ academic success:

  1. word processors
  2. email
  3. presentation software
  4. course management software
  5. library software

What percentage of students in the study said they use their smartphones for academics? 22%, 37%, 53%, 76%
Correct answer: 37%

Smartphones are used for a variety of academic activities:

  • 66% email professors
  • 62% check grades
  • 45% have used smartphones to look up something on the Internet during class

Top 5 reasons Smartphones are used:

  1. email professors
  2. check grades
  3. texting other students about coursework
  4. looking up information on the Internet outside of class
  5. emailing other students about coursework

Value anytime, anywhere access – laptop and wifi
WiFi is an expectation, NOT a privilege

Wished instructors used more (top 3):

  1. email 39%
  2. course management systems 32%
  3. eTexts 33%

Key Finding #3

Opportunities for improvement include:
15% report technology is broken when attempting to use it in classrooms
1 in 4 strongly agree that institutions use technology effectively
43% of all students agree their institution needs MORE TECHNOLOGY

Students like basic online services at their institutions – % of students who say their institution does an excellent or good job at these online services:
course registration 86%
making grades available 81%
offering library resources 75% – DOCTORAL
making transcripts available 70% – DOCTORAL
making financial aid information available 70% – DOCTORAL
offering textbooks for sale 53%

Effective use of technology by instructors:
19% of students say instructors use technology effectively
20% of students say instructors use technology frequently enough
51% of students think they know more about how to use technology than their professors
31% think the instructor often requires the help of others to get technology up and running successfully

Key Finding #4

What percentage of students said it was appropriate for an instructor to “friend” them on Facebook? 97%, 64%, 31%, 14%
Correct answer: 31%
NOTE: Did not ask about students friending instructors; didn’t ask about difference in current or past instructor friending them.

Frequency of use for school or personal purposes (these are the top 5 communication tools used)

  1. email: 99% (75% several times a day)
  2. text message: 93% (74% several times a day)
  3. use Facebook: 90% (56% several times a day)
  4. download or stream web-based videos (YouTube, etc.): 85%
  5. read wikis (Wikipedia, course wiki, etc..): 85%

Social networking information:
students prefer to keep academic life and social life separate
students see email as a formal mechanism of communication
class online discussion boards are better for helping students connect with other students about coursework than a social network

Key Finding #5

58% of students report they learn most when there are some online components in courses
13% prefer an option to choose online components

Preferred learning environment (top 3)

  1. seminars & other smaller classes with some online components (36%)
  2. classes that give the option the use as many or as few online components as I need to (22%)
  3. large lecture classes with some online components (16%)

The one website that students can’t live without: Google!

11 Recommendations from the 2011 ECAR study

  1. investigate your student’s technology needs and create an action plan
  2. provide professional development opportunities and incentives
  3. enhance or expand students’ involvement in technology planning and decision-making
  4. meet students’ expectations for WiFi access anytime
  5. join the consumer migration to e-content
  6. support students’ use of core productivity software and applications (email, Word, Excel, library sites, course management systems)
  7. make more and better use of technologies that students value
  8. use technology in more transformative ways (participatory, higher level teaching and learning)
  9. give students different options for interacting with the institution and instructors
  10. move strategically toward blended/hybrid learning environments; have more and different ways for students to meet their learning needs
  11. establish or refine social media policies including how students use social media to enhance their academic and learning experiences