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Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
Student Reading Preferences: Will The Past Be Our Future?
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Student Reading Preferences: Will The Past Be Our Future?

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A presentation by Excelsior College's Barbara Pieper, PhD, RN, Patricia Cannistraci, DNS, RN, CNE, and Maurice Odondi, PhD, describing the reading habits and preferences of returning adult nursing …

A presentation by Excelsior College's Barbara Pieper, PhD, RN, Patricia Cannistraci, DNS, RN, CNE, and Maurice Odondi, PhD, describing the reading habits and preferences of returning adult nursing students in regard to electronic reading material for both leisure/social enjoyment and academic work.

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  • 1. STUDENT READING PREFERENCES: WILL THE PAST BE OUR FUTURE? Barbara B. Pieper, PhD, RN Associate Dean, SON Patricia Cannistraci, DNS, RN, CNE Assistant Dean, SON Maurice Odondi, PhD Director of Research and Program Evaluation Excelsior College, School of Nursing Albany, NY USA
  • 2. Acknowledgments Special thanks to: Stacey Farber, PhD Director of Assessment and Program Evaluation The Robert E. Kinsinger Institute for Excellence in Nursing at Excelsior College Tau Kappa at Large Chapter, Sigma Theta Tau International Honor Society of Nursing
  • 3.  Accredited, not-for-profit, private college  Online, distance education model  Open enrollment  More than 37,000 enrolled students across 5 Academic Schools (Business and Technology, Health Sciences, Liberal Arts, Nursing, Public Service)  Mission
  • 4.  Accreditation Commission for Education in Nursing (ACEN)  Multiple Degrees  Associate = 16,500 students  RN-BS = 1,900 students  Master’s/RN-MS = 930 students  SON Demographics  Average age = 40 years  Diversity = 40% non-White  Outside New York = 85%  Military/Veteran = 9% Best College of Nursing for Men American Assembly for Men in Nursing 2006, 2007, 2009, 2011, 2013 Tau Kappa at Large Chapter Sigma Theta Tau International Honor Society of Nursing Center of Excellence National League for Nursing 2005-2008, 2008-2011, 2011-2016
  • 5. Background of Study  Technology  Learning  Publishers, librarians, and early adopters are enthusiastic about e-books and e-reading.  Little is known about student learning preferences and study habits.
  • 6. Assumption and Study Objectives Assumption  Student success can be supported when preferences and habits are considered when making material choices. Objectives  Identify adult nursing students’ access to mobile technology.  Describe students’ reading (print, electronic) habits and preferences.  Understand students’ perceptions of electronic materials, including valuable and inhibitive aspects to use.
  • 7. Methods  Reading Study Questionnaire  IRB approval  Administered to 1,915 enrolled students.  A link to electronic survey was sent to students’ email accounts in late 2013 and early 2014.  Key findings are reported here.
  • 8. Respondents
  • 9. Results: Access to Mobile Technology Rate the Quality of Your Internet Connection Mobile Devices Owned (check all that apply) 94% of adult nursing students in the Baccalaureate and Master’s programs have access to at least one mobile device with Internet access.
  • 10. Results: Preference for Device, Format Device and Format Preference for 2/3 or More of Weekly Leisure/Information and Coursework Reading 56% of students do majority of weekly coursework reading on a desktop or laptop. 38% of students do majority of weekly coursework reading from a printed text. 24% of students do majority of weekly coursework reading from printed e-material. NotBlackboardCapable
  • 11. Results: Preference for Print, Electronic Course Material Preference for Course with Electronic, Print, Combination Materials Preference for Rent or Own Electronic, Print Materials In addition …  44% of students print out course e-material most or all of the time.  45% of students print out course e-material some of the time.  11% of students never print out course e-material.
  • 12. Results: Valuable Aspects of Course E-material Characteristics of Course E-material Considered “Valuable or Very Valuable”
  • 13. Results: Shortcomings of E-material that Would Affect Coursework Percent of Students Agreeing that E-material Characteristic Affects Coursework
  • 14. Summary  Nearly all students have access to mobile technology with highly reliable access  Computer/desktop is preferred by majority for course-work; followed by printed information  Preferred availability of both print and e- material with ability to be printable
  • 15. Summary  Valuable characteristics : convenience, portability, ADA  Prohibitive: cost and eye strain  50% want to own print; 11% want to own e-material
  • 16. Comparison to Literature  Findings similar to other studies:  Traditional 4 year college students (Foasberg, 2013 & 2011)  MBA student in UK (Broadhurst & Watson, 2012)  2010 PEW Foundation Project: Internet and American Life
  • 17. Implications for Practice  In planning on-line courses:  Need for redundancy of ways to access material  Students are self seeking material to enhance active strategies for learning  Creating a healthy learning environment
  • 18. Implications for Practice Technology may be an attention getter but not an attention keeper (Rickman, J., Von Holzen,R., Klute, P.,Tobin,T.; 2009) Consider: Is the Past Our Future ?
  • 19. Questions?  Grazie!  Contact Information:  bpieper@excelsior.edu  pcannistraci@excelsior.edu  modondi@excelsior.edu

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