DOCSLIB.ORG

The ECAR Study of Undergraduate Students and Information Technology, 2010

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The ECAR Study of Undergraduate Students and Information Technology, 2010 2010 The ECAR Study of Undergraduate Students and Information Technology, 2010 Shannon D. Smith, ECAR Judith Borreson Caruso, ECAR and University of Wisconsin–Madison Introduction by Joshua Kim, ECAR and Dartmouth College ECAR Research Study 6, 2010 4772 Walnut Street, Suite 206 • Boulder, Colorado 80301 • educause.edu/ecar 4772 Walnut Street, Suite 206 Boulder, Colorado 80301 educause.edu/ecar The ECAR Study of Undergraduate Students and Information Technology, 2010 EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. The mission of the EDUCAUSE Center for Applied Research is to foster better decision making by conducting and disseminating research and analysis about the role and implications of information technology in higher education. ECAR will systematically address many of the challenges brought more sharply into focus by information technologies. Copyright 2010 EDUCAUSE. All rights reserved. This ECAR research study is proprietary and intended for use only by subscribers and those who have purchased this study. Reproduction, or distribution of ECAR research studies to those not formally affiliated with the subscribing organization, is strictly prohibited unless prior written permission is granted by EDUCAUSE. Requests for permission to reprint or distribute should be sent to [email protected]. Students and Information Technology, 2010 ECAR Research Study 6, 2010 Contents Foreword ...............................................................................................................................5 Chapter 1 Executive Summary .................................................................................................7 Methodology and Study Participants • Key Findings • Conclusion Chapter 2 Following Their Lead: An Introduction ................................................................... 19 Changes and Constants Since 2004 • A Creative Tension • Conclusion Chapter 3 Methodology and Respondent Characteristics .......................................................27 Methodology • Analysis and Reporting Conventions • Participating Institutions • Respondent Characteristics • Research Team Chapter 4 Technology Adoption and Ownership of IT ............................................................37 Key Findings • Student Technology Adoption Trends • Preparedness for College-Level IT • Technology Ownership • Hours Online • Frequency of Using the Internet from a Handheld Device • The Changing Portrait of Student Mobility Chapter 5 What Are Students Doing with Technology? ..........................................................55 Key Findings • Computer and Online Activities • Internet Activities from Handheld Devices • Communications Technology • Social Networking • Technology and Information Literacy Skills Chapter 6 IT and the Academic Experience ............................................................................73 Key Findings • Technologies Used in Courses the Quarter/Semester of the Survey • Course or Learning Management Systems • Instructor Use of IT in Courses • How Students Like to Learn with Technology • IT Outcomes Related to Student Success • Preference for IT in Courses Appendix A Acknowledgments ................................................................................................95 Appendix B Students and Information Technology in Higher Education, 2010: Survey Questionnaire ...................................................................................99 Appendix C Qualitative Interview Questions ...........................................................................109 Appendix D Participating Institutions and Survey Response Rates ............................................ 111 Appendix E Bibliography ........................................................................................................ 115 3 Students and Information Technology, 2010 ECAR Research Study 6, 2010 Foreword In order to remember the odd sound the is becoming a super-resource that makes phrase “personal computer” once had, you personal applications, data, and content avail- would have to be at least double the average able any time from (almost) anywhere. This age of the respondents to ECAR’s seventh is much more than a change in the manner annual study of undergraduates and informa- of delivery. It’s a step toward creating an tion technology. Before the PC came along, information environment that centers on there was nothing personal about computers; the individual, not the machine—a far more they were institutional beasts that lived in personal environment than the PC, yet inher- hidden lairs. Hollywood art directors strug- ently sociable as well. gling to convey the look of a machine most If our experience with other recent tech- people had no visual references for tended nology trends is any indication, undergraduates to rely on flashing lights and whirring tape will be prominent among early ascenders to drives. It worked; the wall-sized computer in the cloud. College students were, after all, the the 1960s TV series Voyage to the Bottom of first population to take up social networking in the Sea, a sort of hybrid of an oversized chess a big way; they built a culture around mobile board and a glitzy theatre marquee, seemed phones long before those devices became the utterly convincing to my boyish eyes. amazingly capable handheld computers they Then Moore’s law put computers on our are today; and they were pioneers of the early desktops and, eventually, in the palms of our World Wide Web. Students have gotten cues hands. But recently, personal computing has about the cloud from their institutions, many been dematerializing again, moving back of which have adopted cloud-based resources into unseen places that might, for all the end such as Google Apps Education Edition and user knows, be full of machines just like the Microsoft’s Live@edu. Though the consumer one on the USOS Seaview. The device on cloud as it exists today remains patchy and your desktop, or in your backpack or hand, immature, we suspected when we planned increasingly works by invoking services that our 2010 student survey that there was a are snatched from the air and reside “in sufficiently rich variety of web-based tools the cloud”—the public universe of services with “cloudy” characteristics to justify asking accessible via the Internet. Thanks to tech- whether students were adopting them in their nologies that blur the boundary between academic work and taking advantage of their local and Internet-based resources, the cloud collaborative potential. ©2010 EDUCAUSE. Reproduction by permission only. 5 Students and Information Technology, 2010 ECAR Research Study 6, 2010 The details are in Chapter 6 of this study, tions through the survey process, in addition but it will suffice here to say that almost to contributing to and reviewing the report three-quarters of our respondent students chapters. Gail Salaway, a former author of reported using at least one of the web-based the study, contributed invaluable assistance tools we asked about in a course during in survey design and data preparation, and the spring term of 2010. Much of this use Mark C. Sheehan shouldered the task of involved collaboration with other students. “buddy checking” the manuscript. Toby Sitko This comes on top of two other developments and Gregory Dobbin guided study produc- we’ve noted in recent years: rapidly growing tion, and our colleagues at the EDUCAUSE ownership and use of Internet-capable hand- Learning Initiative, Malcolm Brown and held devices, and ongoing near-universal use Veronica Diaz, reviewed the chapters and of social networking sites. Taken together, gave us generous and valuable advice. We also these technologies give today’s students an express our deepest appreciation and respect unprecedented ability to create their own to our former colleague Richard N. Katz, information-rich environments, available ECAR’s founding director. Richard was part everywhere all the time and linked by friend- of the team that developed our first study of ships and community affiliations. As ECAR undergraduates and information technology Fellow Joshua Kim (who also wears a hat in 2004, and he subsequently led—and some- as Director of Learning and Technology for times authored—all of those that followed. the Master of Health Care Delivery Science This one, too, bears his stamp. program at Dartmouth College) tells us in this At each of the many institutions we worked study’s introduction, for campus technology with, individuals handled the necessary and professionals this growth of consumer power often laborious work of securing IRB approval, means “a fundamental shift away from the developing randomized samples of student ability to determine how technology is utilized populations, and deploying the survey. Their on campus” and introduces an era in which names are listed in Appendix A with our “leadership equals the ability to actively grateful appreciation. We also extend sincere follow our students, faculty, and staff.” We thanks to our colleagues at Passaic County at ECAR invite you to take a step into that era Community College, Stevens Institute of by reading this year’s report. Technology, The University of Memphis, and We also extend our thanks to the many The University of South Dakota for helping people and institutions whose contributions us organize focus groups with their students. made this study possible. Shannon Smith Finally, we
Load more

Recommended publications
  • Failing Gloriously and Other Essays
    University of North Dakota UND Scholarly Commons The Digital Press at the University of North Digital Press Books Dakota 2019 Failing Gloriously and Other Essays Shawn Graham Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Graham, Shawn, "Failing Gloriously and Other Essays" (2019). Digital Press Books. 15. https://commons.und.edu/press-books/15 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. FAILIGN FAIILNG FAILING GLORIOUSLY FLAIING FALIGIN >And other essays > > > > > > > > >Shawn Graham Failing Gloriously and Other Essays by Shawn Graham with an introduction by Eric C. Kansa and an afterword by Neha Gupta The Digital Press at the University of North Dakota Grand Forks, ND 2019. The Digital Press at the University of North Dakota Unless otherwise indicated, all contributions to this volume appear under a Creative Commons Attribution 4.0 License: https://creativecommons.org/licenses/by/4.0/legalcode Library of Congress Control Number: 2019953926 ISBN-13: 978-1-7328410-6-2 (ebook) ISBN-13: 978-1-7328410-8-6 (Paperback) Failing Gloriously and Other Essays This volume is dedicated firstly to the students in the welding program at Pontiac High in Shawville, Quebec, and secondly to those who gave me the benefit of the doubt when
    [Show full text]
  • Nivedini-Journal on Gender Studies
    NIVEDINI JOURNAL OF GENDER STUDIES ISSN 2478-1002 | Volume 20 | December 2014/2015 Women’s Education and Research Centre Sri Lanka Scope and Vision of Nivedini-the Journal of Gender Studies Nivedini is the only English Journal to focus on Women Studies in Sri Lanka. Its feminist perspective aims to debate and discuss new ideas both in theory and practice. In addition to serving as a resource for academics, it also establishes guidelines for policy makers. Nivedini embraces a multidisciplinary approach, while retaining an intellectual rigor and factual accuracy in a simple style. It expects the contributors to define and explain technical terms and acronyms properly. Nivedini envisages issues on gender related subjects such as media, labour, culture and sexuality from a post disciplinary perspective. The journal also contains sections that encourage debate, as well as reviews of conferences, journals, books and films. The journal welcomes submissions in all disciplines and is especially interested in paper/articles written from an interdisciplinary approach to gender issues which focuses on new directions, ideas and modes of inquiry to reinvigorate studies for a new generation of researchers and readers. Topics covered include studies of gender related to: • Sexuality with its various conceptions of differences • Production and reception of meaning and knowledge. • Cultural institutions, practices, policies and powers. • Technology, change, development and globalisation in media and culture. • Convergences between intellectual, popular and corporate culture. • Cultural studies of neglected regions or areas of inquiry. • Debate on the adequacy and future of various disciplinary traditions, methods and topics in cultural studies. NIVEDINI JOURNAL OF GENDER STUDIES Women’s Education and Research Centre Sri Lanka iv © 2015 Women’s Education and Research Centre (WERC) ISSN 2478-1002 No part of this journal may be reproduced without permission from the publisher, except for review purposes.
    [Show full text]
  • Textframe: Cosmopolitanism and Non-Exclusively Anglophone Poetries
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2019 TextFrame: Cosmopolitanism and Non-Exclusively Anglophone Poetries Michael N. Scharf The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3447 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] TextFrame: Cosmopolitanism and Non-Exclusively Anglophone Poetries by Michael Scharf A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2019 MICHAEL SCHARF, 2019 Attribution 4.0 International (CC BY-SA 4.0) ii TextFrame: Cosmopolitanism and Non-Exclusively Anglophone Poetries by Michael Scharf This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. ______________________ _________________________________________ Date Ammiel Alcalay Chair of Examining Committee ______________________ _________________________________________ Date Kandice Chuh Executive Officer Supervisory Committee: _________________________________________ Ammiel Alcalay __________________________________________ Matthew K. Gold __________________________________________
    [Show full text]
  • Download File
    Beyond Lurking and Trolling: Examination of College Student Literacy Practices in Online Asynchronous Discussion Spaces Agnieszka Markiewicz Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences Columbia University 2018 © 2018 Agnieszka Markiewicz All rights reserved ABSTRACT Beyond Lurking and Trolling: Examination of College Student Literacy Practices in Online Asynchronous Discussion Spaces Agnieszka Markiewicz Over the course of the past 15 years, college student populations as well as information technologies have undergone dramatic changes. Today’s college populations are more diverse as women, minorities, non-traditional students and veterans are the fastest growing populations. Additionally, the number of people enrolled in colleges has gone from 4.9 million in 2000 to 20.2 million in 2017. Simultaneously, the growth and proliferation of information technologies have changed the ways information is consumed and social relationships formed. The Internet, and discursive spaces that are specific to it, allow people to learn at their own pace, connect across national borders, and experiment with identities. This dissertation worked towards understanding how various college populations interact with online spaces, particularly asynchronous online spaces such as Reddit, Quora, Amazon product reviews, and various other spaces. The qualitative data collected for the dissertation included a survey of 84 participants and interviews with 12 participants. The data were analyzed using a theoretical framework based on Socio- Cultural Theories of Literacies, Critical Media Studies, and Postcolonial Theory. Findings and implications of this dissertation show a need for increased involvement in critical media literacies education of college students, and a need for educators to build culturally responsive, civic-based, and globally minded curricula rooted in student information technology usage.
    [Show full text]
  • An Examination of Native and Immigrant Students' Social
    AN EXAMINATION OF NATIVE AND IMMIGRANT STUDENTS’ SOCIAL NETWORKING USING THE COLLEGE SEARCH AND SELECTION PROCESS by Bruce Carlton Neimeyer BS, Allegheny College, 1989 MA, University of Pittsburgh, 1993 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2009 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Bruce Carlton Neimeyer It was defended on April 14, 2009 and approved by Dr. John Weidman, Professor, Administrative and Policy Studies Dr. Charlene Trovato, Clinical Associate Professor, Administrative and Policy Studies Dr. Erik Ness, Assistant Professor, Administrative and Policy Studies Dissertation Director: Dr. James Jacob, Visiting Assistant Professor, Administrative and Policy Studies ii Copyright © by Bruce Carlton Neimeyer 2009 iii AN EXAMINATION OF NATIVE AND IMMIGRANT STUDENTS’ SOCIAL NETWORKING USING THE COLLEGE SEARCH AND SELECTION PROCESS Bruce Carlton Neimeyer, Ph.D. University of Pittsburgh, 2009 This dissertation explores the use of formal and informal networks through cyber- and traditional communication methods in the college search and selection process by native and immigrant students to examine various postulates and propositions of social capital theory. In addition, the analysis of cybernetworks used by disadvantaged, college bound immigrant students in the United States furthers our understanding of the equalization of opportunity and/or replication of the social divide found with more traditional social networks. The research methods consisted of archival data analysis with chat room transcripts; six on-line focus groups of 21 first year students from The City University of New York (CUNY); and one on-line survey distributed to 9,240 CUNY first year students.
    [Show full text]
  • Will Spook You for Real
    Will Spook You For Real. Strategies of Inspiring Societal Anxieties in Popular Forms of Fiction Inauguraldissertation zur Erlangung des Doktorgrades der Neuphilologischen Fakultät der Ruprecht-Karls-Universität Heidelberg Vorgelegt von Christina Maria Huber M.A. 2016 Erstgutachter: Prof. Dr. Peter Paul Schnierer Zweitgutachter: Prof. Dr. Günter Leypoldt Dedicated with boundless love and gratitude to Gertraud Teiche, who taught me that kein Weg ist umsonst. ACKNOWLEDGEMENTS I would like to express my sincerest gratitude to my supervisor, Prof. Dr. Peter Paul Schnierer, for giving me the chance to work on this project, as well as for his time, his patience, and his helpful input. I am also indebted to my wonderful friends who have spent so much of their valuable time reading my dissertation and providing me with helpful comments and suggestions – above all, Edward Miles, Tina Jäger, Wiebke Stracke, and Matylda Stoy. Elke Hiltner was my ‘emotions supervisor’ in the English Department – a demanding job, but she performed wonderfully. Thanks to all the kind people around me who supported and guided me, and gave me encouragement, feedback and/or coffee. Finally, I owe more to Falko Sievers than I could possibly put in words. Thank you for everything you do and everything you are. TABLE OF CONTENTS PART ONE 1. Introduction: “Will spook you for real” ...................................................... 2 2. Definitions and demarcations .................................................................. 7 2.1 Societal Anxieties ..............................................................................
    [Show full text]
  • Kee, Kevin. Pastplay: Teaching and Learning History with Technology
    Kee, Kevin. Pastplay: Teaching and Learning History with Technology. E-book, Ann Arbor, MI: University of Michigan Press, 2014, https://doi.org/10.3998/dh.12544152.0001.001. Downloaded on behalf of Unknown Institution Pastplay Kee, Kevin. Pastplay: Teaching and Learning History with Technology. E-book, Ann Arbor, MI: University of Michigan Press, 2014, https://doi.org/10.3998/dh.12544152.0001.001. Downloaded on behalf of Unknown Institution Digital Humanities The Digital Humanities series provides a forum for ground- breaking and benchmark work in digital humanities, lying at the intersections of computers and the disciplines of arts and humanities, library and information science, media and communications studies, and cultural studies. Series Editors: Julie Thompson Klein, Wayne State University Tara McPherson, University of Southern California Paul Conway, University of Michigan Teaching History in the Digital Age T. Mills Kelly Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities Daniel J. Cohen and Tom Scheinfeldt, Editors Writing History in the Digital Age Jack Dougherty and Kristen Nawrotzki, Editors Pastplay: Teaching and Learning History with Technology Kevin Kee, Editor diGitalculturebooks, an imprint of the University of Michigan Press, is dedicated to publishing work in new media studies and the emerging field of digital humanities. Kee, Kevin. Pastplay: Teaching and Learning History with Technology. E-book, Ann Arbor, MI: University of Michigan Press, 2014, https://doi.org/10.3998/dh.12544152.0001.001. Downloaded on behalf of Unknown Institution Pastplay Teaching and Learning History with Technology Kevin Kee, Editor The University of Michigan Press Ann Arbor Kee, Kevin. Pastplay: Teaching and Learning History with Technology.
    [Show full text]
  • Conference Calendar: 2010 CCCC
    Conference Calendar: 2010 CCCC Wednesday, March 17 Registration and Information 8:00 a.m– 6:00 p.m. Select Meetings and Other Events various times Full-Day Workshops 9:00 a.m.– 5:00 p.m. Half-Day Workshops 9:00 a.m.– 12:30 p.m. Half-Day Workshops 1:30 p.m.– 5:00 p.m. Newcomers’ Orientation 5:15 p.m.– 6:15 p.m. Thursday, March 18 Newcomers’ Coffee Hour 7:00 a.m.– 8:15 a.m. Registration and Information 8:00 a.m.– 6:00 p.m. Opening General Session 8:30 a.m.– 10:00 a.m. Exhibit Hall Open 10:00 a.m.– 6:00 p.m. A Sessions 10:30 a.m.– 11:45 a.m. B Sessions 12:15 p.m.– 1:30 p.m. C Sessions 1:45 p.m.– 3:00 p.m. D Sessions 3:15 p.m.– 4:30 p.m. E Sessions 4:45 p.m.– 6:00 p.m. Scholars for the Dream 6:00 p.m.– 7:00 p.m. Special Interest Groups 6:30 p.m.– 7:30 p.m. Humor Night 8:00 p.m.– 10:00 p.m. Friday, March 19 Registration and Information 8:00 a.m.– 5:00 p.m. Exhibit Hall Open 9:00 a.m.– 5:00 p.m. F Sessions 8:00 a.m.– 9:15 a.m. G Sessions 9:30 a.m.– 10:45 a.m. H Sessions 11:00 a.m.– 12:15 p.m. I Sessions 12:30 p.m.– 1:45 p.m.
    [Show full text]
  • The Digital Scholar
    The Digital Scholar How Technology Is Transforming Scholarly Practice Martin Weller BLOOMSBURY ACADEMIC First published in 2011 by Bloomsbury Academic an imprint of Bloomsbury Publishing Plc 36 Soho Square, LondonWiD3QY, UK and 175 Fifth Avenue, NewYork, NY 10010, USA Copyright © Martin Weller 2011 This work is published subject to a Creative Commons Attribution Non-Commercial Licence. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher. For permission to publish commercial versions please contact Bloomsbury Academic CIP records for this book are available from the British Library and the Library of Congress ISBN 978-1-84966-497-4 (hardback) ISBN 978-1-84966-617-6 (paperback) ISBN 978-1-84966-625-1 (ebook) Visit http://bloomsburyacademic.com/ to find out more about our authors and their books. You will find extracts, author interviews, author events and you can sign up for newsletters to be the first to hear about our latest releases and special offers. Coverimage: © PeterPhoto123/Shutterstock To Ellen While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.
    [Show full text]
  • Informing Innovation: Tracking Student Interest in Emerging Library
    : Informing Innovation: Tracking Student Interest in Emerging Library Technologies at Ohio University C h a r B o o t h F o r e w o r d b y J o a n K . L i p p i n c o t t A s s o c i a t i o n o f C o l l e g e & R e s e a r c h L i b r a r i e s A D i v i s i o n o f t h e A m e r i c a n L i b r a r y A s s o c i a t i o n C h i c a g o 2 0 0 9 Copyright © 2009 by the American Library Association. Portions of this publication may be copied for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Sample survey instrument Creative Commons licensed by Char Booth. You are free to share, adapt, and revise. Printed in the United States of America ISBN-13: 978-0-8389-8526-7 T a b l e o f C o n t e n t s - P a r t I - L o c a l I n s i g h t t o L i b r a r y P r a c t i c e : I n f o r m i n g I n n o v a t i o n T h r o u g h U s e r R e s e a r c h Foreword by Joan K.
    [Show full text]
  • Social Media in Higher Education Summit Penn State Web Conference June 9, 2009
    Social Media in Higher Education Summit Penn State Web Conference June 9, 2009 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Raw and Undedited Chat ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ * Gambill: (12:51) no sound here. hello from jodie in nashville, tn! *Quynh Tran 2: (12:51) PSU alumna saying hello from California *Carolyn Zinn: (12:51) Kalamazoo College checking in (no sound here either) *Mary Barrett: (12:51) Hello from the University of Alabama at Birmingham *Rick Sweeney: (12:52) Hello from Charlotte NC, Belmont Abbey College *Ronald Knopf: (12:52) Greetings from The University of Findlay (Ohio) *Lisa Low: (12:52) Hello from Texas Tech! * Spradlin: (12:52) University of Nebraska ‐ Lincoln checking in *James Vandyke: (12:52) Hello from SMU in Dallas. *David White: (12:52) Hello Amarillo College! Bevin Ames Hernandez: (12:52) I'm sure it will come back on (the sound) when presentation is ready *Gina Padgett: (12:53) Hello from Tennessee Tech University *Jason Woodward: (12:53) @michelle how'd ya do that? *Todd Sanders: (12:53) Where'd the DJ go??? * Rester: (12:53) @aaronrester from @UChicagoLaw here *Patric Lane: (12:53) Hello from UNC‐Chapel Hill Carrie Ann Egnosak: (12:53) Hi from Penn State Behrend in Erie...no sound here *Steve Ray: (12:53) Hello from Simon Fraser University * Thompson: (12:53) sound i back * Thompson: (12:53) is *Ronald Knopf: (12:53) sound back *Toby Keeping: (12:53) Toby from Azorus saying hello. *Torrey Brown: (12:53) I got sound Carrie Ann Egnosak: (12:53) oh wait..there it goes *Rachel Reuben: (12:53) do we need a mic on our end? *Karen Humphrey: (12:53) woohoo! We have sound *John Vogel: (12:53) Hello from Youngstown State *Mark Rothbaum: (12:53) Mark for Varsity Outreach..
    [Show full text]
  • Engaging Students Online and in Class
    Asian Social Science; Vol. 8, No. 14; 2012 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Keeping it Social: Engaging Students Online and in Class Jennifer J. Peck1 1 Department of Linguistics, Faculty of Human Sciences, Macquarie University, Sydney, Australia Correspondence: Jennifer J. Peck, Department of Linguistics, Faculty of Human Sciences, Macquarie University, Sydney, NSW, 2109, Australia. E-mail: [email protected] Received: September 3, 2012 Accepted: September 24, 2012 Online Published: October 31, 2012 doi:10.5539/ass.v8n14p81 URL: http://dx.doi.org/10.5539/ass.v8n14p81 Abstract New technologies expand the horizons of education, offering opportunities to explore practices based on collaboration and community rather than the individual teacher or learner. A social networking site was implemented in a university unit with the aim of progressing online participatory culture and increasing student engagement both online and in face-to-face classes. The challenge of engaging students and converting lurkers and stalkers into talkers is discussed. Analysis of linguistic features of blog and forum posts was undertaken and the findings were used to modify online instructor behaviour and presence, and to encourage student participation. The research found that posts with high response rates had short topic titles, used directives and lexical items suggesting immediacy: “Newest hottest topic”, while modalization and requests for help produced low or zero responses. Controversial topics received most responses. Gender was found to be a relevant factor, with blogs posted by males gaining higher response rates than those posted by females. The online site produced discursive shifts in “real life” interactions, and provided a speaking-space for quiet students.
    [Show full text]