Focusing on “generation Y” students’
expectations: a new way of conceiving an
e-learning strategy
Prof. Anne-Dominique Sal...
HES-SO

SWITZERLAND

University of
Applied sciences
western
Switzerland

4 languages

19,000 students,
the largest UAS in
...
new tools
for new students
1950

2013
Living in
present

Y

Need for
various
activities

Work should
be meaningfull

gen
Little attention
span

Zappers
gamers

...
E-learning policy : phase I
Top-down phase
(2004-2007)

Rectorate

650 courses by 2007
Fundings

Structure

Deployment

Ad...
E-learning policy : phase II
First Phase bottom-up
(2008-2011)
Rectorate

2500 courses by 2011
Cyberlearn

Professors

Stu...
E-learning policy : phase III
Seconde Phase
bottom-up

Rectorate

(2011-present)
+4000 courses by 2013

Cyberlearn

Studen...
Survey
800 entries
Survey May 2013
52% women, 48% men
87% have a smartphone
80% 18-25 years old

20% a ipad-like tablet

86% on FB

76% use a...
In general, they use technology to :
check their e-mails
use social media
game
chat
listen to music
log on Cyberlearn plat...
During classtime, they use technology to :
85% of them access the Internet during the
course
15% who do not
46% access the...
“Sometimes, browse the Internet or check emails help to progress on other projects.
Moreover, it could be useful to take n...
The use of smartphones
75 % use their smartphone during lecture
29 % frequently
46 % sometimes
57 % they check SMSs
49 % c...
Expectations /1
Only 37% would like to use their
smartphone during lectures to help them
learning
56 % would like to liste...
Expectations /2
55% wish to watch more videos
47% want quizzes
46% would like simulations
40% would like video-podcasted
c...
e-learning future orientation
Help professors making their courses more interactive
Quizzes, instant polls, mini videos
De...
The end of the story
"I'd like to attend the
kind of course where
time flies and to which I
can say "wow" rather
than "ehm...
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Focusing on “generation Y” students’ expectations: a new way of conceiving an e-learning strategy

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This paper presents how the University of Applied Sciences Western Switzerland (HES-SO) builds its blended learning strategy. Divided into two phases, the first as top down, from board of education to professors, and the second as a bottom-up approach, from students to board of education, the HES-SO e-learning strategy intends to include digital native students’ expectations, needs and requests to implement tools, instruments and new learning approaches. To illustrate the strategy, this paper presents the result of a survey carried out during May-June 2013 and depicts the new student who enrolls into higher education institutions.

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Focusing on “generation Y” students’ expectations: a new way of conceiving an e-learning strategy

  1. 1. Focusing on “generation Y” students’ expectations: a new way of conceiving an e-learning strategy Prof. Anne-Dominique Salamin Guillaume Fort UAS Western Switzerland eLearn conference 2013 – Las Vegas
  2. 2. HES-SO SWITZERLAND University of Applied sciences western Switzerland 4 languages 19,000 students, the largest UAS in Switzerland 27 schools / 6 fields 41 Bachelor’s degree programmes 17 Master’s degree programmes German Italian French Romanche 8 mios people 2 types of universities Academic Applied
  3. 3. new tools for new students
  4. 4. 1950 2013
  5. 5. Living in present Y Need for various activities Work should be meaningfull gen Little attention span Zappers gamers Visual predominates Valorization through constructive feedbacks Makers designers Cooperation work Co-expert Natural ability tech Contents producers
  6. 6. E-learning policy : phase I Top-down phase (2004-2007) Rectorate 650 courses by 2007 Fundings Structure Deployment Adoption by profs
  7. 7. E-learning policy : phase II First Phase bottom-up (2008-2011) Rectorate 2500 courses by 2011 Cyberlearn Professors Students
  8. 8. E-learning policy : phase III Seconde Phase bottom-up Rectorate (2011-present) +4000 courses by 2013 Cyberlearn Students
  9. 9. Survey 800 entries
  10. 10. Survey May 2013 52% women, 48% men 87% have a smartphone 80% 18-25 years old 20% a ipad-like tablet 86% on FB 76% use a smartphone During classtime 3% a e-reader One of my communication class in computing section looking at colleagues' realizations
  11. 11. In general, they use technology to : check their e-mails use social media game chat listen to music log on Cyberlearn platform do research for their courses read news and sports information watch TV shows, buy clothes surf on video websites or watch live TV only 1.5% never goes on Internet Is A. really working? #smilingattheoutsideworld
  12. 12. During classtime, they use technology to : 85% of them access the Internet during the course 15% who do not 46% access the Internet because their professor uses the Internet during the course 29 % check on data showed by the professor 49% seek data to supplement data provided by the professor 68% read their e-mails 47% browse the Internet 32% admit being bored by the course 28 % like doing several things at the same Kevin seems to do something else #underthetable time
  13. 13. “Sometimes, browse the Internet or check emails help to progress on other projects. Moreover, it could be useful to take notes on Google drive and then share.” “I cannot stop myself from going on the Internet for a day, it's really part of my daily life.” “The Internet prevents me from being 100% in this course ... Having access with a single click to all information related to what professor says, makes me less attentive. But it is an illusion because you don't keep anything of what you read on the Internet.” “when the course is particularly uninteresting I quickly digress” “If attendance is mandatory, but the course is too simple or boring, I do another job (or my student job) on my laptop!” on the Internet for a day, it's really part of my daily life.” “I cannot stop myself...”, “The Internet prevents me from...”, “ it makes me less attentive..”
  14. 14. The use of smartphones 75 % use their smartphone during lecture 29 % frequently 46 % sometimes 57 % they check SMSs 49 % chat on an instant messaging app such as whatsapp 48% check their e-mails 26 % go on Facebook or read breaking news 25% browse the Internet or use a mobile app 10 % read sports scores or tweet (4%) Communicating #ubiquitousworld Some add comments: “I game”, “I calculate”, “I verify vocabulary”, “I translate words”, “I game” and one even admits to accessing dating sites.
  15. 15. Expectations /1 Only 37% would like to use their smartphone during lectures to help them learning 56 % would like to listen to theoretical elements and immediately afterward do exercises under professorial supervision Only 18% would like to experience flipped-class 22 % would like theoretical lectures without practicing at all Working in goup on a real project #putusatwork
  16. 16. Expectations /2 55% wish to watch more videos 47% want quizzes 46% would like simulations 40% would like video-podcasted courses 31% would like more mobile applications 30% serious games 21% would appreciate the availability of wikis 20% would like audio-podcasted courses L. troubled by his professor during classtime #whatdouwand 9% wish to use blogs
  17. 17. e-learning future orientation Help professors making their courses more interactive Quizzes, instant polls, mini videos Develop mobile apps to be used outside the classroom Google m-drill and try it Implement some serious games Google gademavo and try it Realize a MOOC as a pilot based on video
  18. 18. The end of the story "I'd like to attend the kind of course where time flies and to which I can say "wow" rather than "ehmm"" Reading a newspaper during classtime #atleasttheyread
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