Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"

Autor/inn/en	Henderson, Michael; Selwyn, Neil; Finger, Glenn; Aston, Rachel
Titel	Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"
Quelle	In: Journal of Higher Education Policy and Management, 37 (2015) 3, S.308-319 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2015.1034424
Schlagwörter	Mass Media Use; Mass Media Effects; Higher Education; Undergraduate Students; Student Surveys; Performance Factors; Technology Uses in Education; Technology Integration; Use Studies; Relevance (Education); Educational Practices; Student Attitudes; Universities; Information Technology; Educational Resources; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mediennutzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Leistungsindikator; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Relevance; Relevanz; Bildungspraxis; Schülerverhalten; University; Universität; Informationstechnologie; Bildungsmittel; Ausland; Australien
Abstract	The much-discussed potential of "technology-enhanced learning" is not always apparent in the day-to-day use of digital technology throughout higher education. Against this background, the present paper considers the digital devices and resources that students engage most frequently with during their university studies, what these technologies are being used for, and perceptions of "usefulness" attached to these uses. The paper draws upon data gathered from a survey of undergraduate students (n = 1658) from two Australian universities. Having explored a variety of factors shaping student engagement with digital technology within these university settings, the paper considers how ongoing discussions about digital technology and higher education might better balance enthusiasms for the "state of the art" (i.e. what we know "might" be achieved through technology-enabled learning) with an acknowledgement of the "state of the actual" (i.e. the realities of technology use within contemporary university contexts). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01