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Patterns in student & staff access to, and attitudes toward usefulness of, ICT in an Australian university
 

Patterns in student & staff access to, and attitudes toward usefulness of, ICT in an Australian university

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Presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 8 June 2010

Presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 8 June 2010

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  • Interaction is essential for learning – content, instructor & peers (Moore)Internet increases opportunities relative to correspondence and telephoneEverybody needs access, positive attitudes, and capabilities
  • USQ students are scattered and diverse with varied access & capabilities for ICTKnowing about students will inform course design to use ICTStaff can then be supported with enhanced learning as the result
  • Mentoring project begins with survey about ICTSelection of staff users as mentorsCascading approachImproved outcomes
  • As knowledge expands exponentially educational needs are changing21st century has abundant & accessible information, need skills for processingLearning is lifelong and focused on being and doing rather than rememberingPBL provides for authentic learning for professionals including engineersOnline PBL using ICT has been found to work at USQ
  • Fewer than 10% have no/limited access to computer – perhaps using a shared computer at work or elsewhereMore than 50% have convenient access to both desktop and portable computersHigh compared to Australian population – 78% of households had computers in 2009Higher access to portables than previous studies – perhaps a trend toward mobility
  • MP3 access is lower than previous studies – those were younger students and there may be a generational difference
  • Student access to mobile phone is comparable to previous studiesStaff access is lower than students – generation effect or office phone access?Higher proportion of MP3 phones relative to earlier studies is progression of technology
  • Majority have convenient access to InternetFew have dial-up & most of those also have broadband2009 – 72% of Australian homes had Internet, 62% had broadbandHigher values here are consistent with higher access in homes with studentsIncrease in broadband over previous studies is consistent with societal trends
  • FoES respondents stronger on immediate reasons = results & students stronger than staffFoES respondents & students lower on career related reasons
  • Students less favourable than staff toward content generation uses of ICT in study
  • Recordings are popular with most respondentsWeb access is approvedStudents less enthusiastic than staff about mobile phone access – they have more experience
  • General approval for interaction via instant messagingLess enthusiasm for SMS but still generally approved

Patterns in student & staff access to, and attitudes toward usefulness of, ICT in an Australian university Patterns in student & staff access to, and attitudes toward usefulness of, ICT in an Australian university Presentation Transcript

  • Patterns in student & staff access to, and attitudes toward usefulness of, ICT in an Australian university
    Peter AlbionJerryMaroulisRomina Jamieson-ProctorUniversity of Southern QueenslandAustralia
  • University of Southern Queensland
    Major distance provider since 1970s
    ~20000 of ~25000 students study off campus
    USQ 2020 vision
    To be recognised as a world leader in open and flexible higher education
  • Bridging distance for education
    Digital technologies increase interaction
    Students & staff need
    Access
    Attitudes
    Capabilities
  • What about students & ICT?
  • USQ mentoring project
  • In this presentation
    Faculty of Engineering & Surveying (FoES)
    Student & staff data
    Compared to other responses
    Descriptive presentation
    Preliminary interpretations
  • Background
    21st century skills movement
    Lifelong learning to be not about
    Authentic activity as in PBL
    Success with ICT in PBL for Engineering
    Online PBL at USQ (Brodie, 2009)
  • 2010 Horizon report
    Key drivers
    Abundant Internet resources
    Expected anywhere & anytime access
    Cloud-based services
    Cross-disciplinary collaboration
    Near future adoption
    Mobile computing
  • Educating the Net Generation
    3 Australian universities
    2588 1st year students & 108 staff
    Major findings
    No Digital Natives/Immigrants divide
    Diversity in ICT experience & preferences
    New technologies can enhance learning
    Align pedagogy, technical & administrative
    New skills for students & staff require effort
    New technologies challenge current policy
  • Methodology
    Based on Net Generation study
    Adjustments for USQ context
    Updated ICT references
    Data collection
    Online using LimeSurvey, export to SPSS
    Late 2009 (students) & early 2010 (staff)
    Prizes offered as incentive
  • Participants
    Note: Online collection probably favoured respondents comfortable with ICT
  • Gender
  • Level of study
  • Attendance
  • Location & mode
  • Ages
  • Computers
  • MP3 & camera access
  • Mobile phone access
  • Peripherals +
  • Internet access
  • Broadband Internetquality
  • Reasons to use ICT for study
  • Usefulness of creative ICT
  • Usefulness of access via ICT
  • Usefulness of messaging
  • Conclusion
    Students & staff broadly similar
    Differences on mobility & content creation
    FoES students reported
    High access to mobile phones & similar
    Limited belief in mobile phones for learning
    Further investigation given trend to mobility
    Potential value in regular audits
  • Questions
    Peter AlbionJerry MaroulisRomina Jamieson-Proctor
    University of Southern QueenslandAustralia
    Peter.Albion@usq.edu.auJerry.Maroulis@usq.edu.auRomina.Jamieson-Proctor@usq.edu.au