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