Shedding Light on Students' Technology Preferences: Implications for Academic Development

Autor/inn/en	Mirriahi, Negin; Alonzo, Dennis
Titel	Shedding Light on Students' Technology Preferences: Implications for Academic Development
Quelle	In: Journal of University Teaching and Learning Practice, 12 (2015) 1, Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Computer Attitudes; Technology Integration; Technology Uses in Education; Educational Technology; Higher Education; Blended Learning; Online Courses; Large Group Instruction; Instructional Design; Measures (Individuals); Student Surveys; Educational Assessment; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Messdaten; Schülerbefragung; Education; assessment; Bewertungssystem; Schulleistung; Australien
Abstract	This study built on previous research in 2010 to determine changes to students' current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students' preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01