What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students

Autor/inn/en	Henderson, Michael; Finger, Glenn; Selwyn, Neil
Titel	What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students
Quelle	In: Active Learning in Higher Education, 17 (2016) 3, S.235-247 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787416654798
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Graduate Students; Use Studies; Student Surveys; Comparative Analysis; Integrated Learning Systems; Library Materials; Electronic Publishing; Encyclopedias; Social Media; Open Source Technology; Data Analysis; Educational Benefits; Users (Information); Universities; Australia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Benutzerschulung; Schülerbefragung; Elektronisches Publizieren; Encyclopedia; Enzyklopädie; Soziale Medien; Auswertung; Bildungsertrag; Benutzerprofil; Nutzer; University; Universität; Australien
Abstract	This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate students across two universities in Australia. Analysis of these data contrasts the varied use(fulness) of "official" university technologies such as learning management systems and library resources against "unofficial" technologies such as Wikipedia, Twitter, Facebook and free/open education resources. In particular, the data highlight notable differences between students by subject area, domicile, mode of study and academic performance. The data also highlight the perceived benefits of this technology use--with students primarily finding digital technology useful in terms of supporting the logistics of university study rather than matters of learning per se. The article concludes by considering what is missing from these current forms of technological engagement, particularly in comparison with wider discourses about the educational potential of recent digital technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01