A Snapshot of VCCS Students Use of Technology

HIRE Ed Conference 2012Dr. Cat Finnegan

Dr. Richard Sebastian

Mr. Randy Stamper

Joe Lencioni, http://shiftingpixel.com

Unless otherwise noted, this work is licensed under a CC-BY 3.0 license,

attribution Virginia Community College System

Pew Internet & American LifeMobile

Pew Internet & American LifeNetworked Workers

Questions

What types of technology do VCCS students own?

Do VCCS students feel that technology is important in their education? Do they value it?

Are VCCS students satisfied with how technology is being used in their courses? Do they feel prepared to engage with these tools?

photo by Colin_K on Flickr

ECAR SURVEY

Methodology

Based on responses from 13,969 VCCS students to the 2012 ECAR Study of Undergraduate Students and Information Technology.

Survey conducted by the EDUCAUSE Center for Applied Research (ECAR) in Spring 2012.

RESPONDENT PROFILE

Age  Educational Goal  18 - 24 45.1%  Vocational/occupational certificate 5.2%25 - 39 32.7%  Associate's degree 30.2%40 and above 22.3%  Bachelor's degree 28.6%      Master's degree 21.2%Gender   Doctoral degree 7.2%Female 70.4%  Other professional degree 4.3%Male  29.6%  Other 3.3%         Race   Major  White 61.5%  Biological/life sciences, including agriculture and health sciences 22.5%Black/African American 18.0%  Business, management, marketing 14.9%Hispanic 4.1%  Education, including physical education 5.8%American Indian or Alaskan native 0.5%  Engineering, including computer science 10.6%Asian/Pacific Islander 4.2%  Liberal arts and sciences /general studies and humanities 8.3%Other or multiple 6.8%  Physical sciences, including math 1.6%Prefer not to answer 4.8%  Social sciences, including history and psychology 9.6%      Fine arts 2.0%      Other 21.2%      Undecided 3.4%         

Question #1: What percentage of VCCS students use laptops?

A. 99%

B. 93%

C. 89%

D. 82%

TECHNOLOGY USAGE AND OWNERSHIP

Answer #1: What percentage of VCCS students use laptops?

A. 99%

B. 93%

C. 89%D. 82%

Question #2: What percentage of VCCS students own smartphones?

A. 56%

B. 38%

C. 26%

D. 17%

Answer #2: What percentage of VCCS students own smartphones?

A. 56%B. 38%

C. 26%

D. 17%

130,000+ distance learning studentsE-Reader

Tablet

Smartphone

Desktop

Laptop 

2.2%

5.4%

15.4%

44.1%

74.3%

13.0%

16.6%

55.8%

46.5%

82.5%

14.1%

19.1%

57.4%

69.5%

89.0%

Percent of respondents who use device

Percent of respondents who own device

Percent of respodents who identify device as extremely or very important for academic suc-cess

TECHNOLOGY USAGE AND OWNERSHIP

Question #3: Which resource do VCCS students rate the highest for access with a handheld device?

A. Checking grades

B. Accessing course or LMS

C. Accessing library resources

D. Ordering textbooks

Answer #3: Which resource is rated the highest for access with a handheld device?

A. Checking grades

B. Accessing course or LMS

C. Using library resources

D. Ordering textbooks

Order Transcripts

Access library resources

Make textbook purchases through your college bookstore

Register for courses

Access financial aid information

Check grades

Access course website or syllabi

Access course or learning management system

27.6%

27.9%

28.8%

37.5%

42.3%

64.7%

68.3%

70.8%

IMPORTANT TO DO FROM MOBILE DEVICE

TABLET  iOS (iPad) 49.1%Windows 10.1%Android 28.1%Blackberry 1.4%Other 5.1%Unsure 6.2%

SMART PHONE  

iPhone 31.4%Android 58.3%Windows 1.2%Blackberry 6.1%Other  2.8%Unsure 0.2%

MOBILE PLATFORMS USED

TECHNOLOGY USAGE AND OWNERSHIP

Workforce

• Age – Over 50% 25 and older; 22% 40 and over

• Smart Phones – over 50% ownership• Policy implications for OJT, apprenticeships,

etc. • Adult Career Coaching communication and

supports – creation of apps for coaches and students

TECHNOLOGY USAGE AND OWNERSHIP

Question #4: What percentage of VCCS students took a hybrid course last year?

A. 92%

B. 72%

C. 55%

D. 37%

Question #4: What percentage of VCCS students took a hybrid course last year?

A. 92%

B. 72% C. 55%

D. 37%

IMPORTANCE OF TECHNOLOGY FOR ACADEMIC SUCCESS

Question #5: In what type of learning environment do VCCS students tend to learn most?

A. Courses with no online components

B. Courses with some online components

C. Courses completely online

Question #5: In what type of learning environment do VCCS students tend to learn most?

A. Courses with no online components

B. Courses with some online components

C. Courses completely online

The college 

Other students

Professors 

70.7%

56.0%

64.3%

PERCENT OF STUDENTS WHO REPORTED THAT TECHNOLOGY MAKES THEM FEEL

MORE CONNECTED TO...

19.4%

68.2%

12.4%

LEARNING ENVIRONMENTS IN WHICH STUDENTS REPORTED LEARNING THE MOST

Courses with no online componentsCourses with some online componentsCourses that are completely online

IMPORTANCE OF TECHNOLOGY FOR ACADEMIC SUCCESS

Connectedness and Learning Environments

6%

35%

36%

21%

HOW IMPORTANT IS IT TO YOU THAT MORE OR BETTER TECHNOLOGY IS AVAILABLE TO LEARN, STUDY, OR

COMPLETE COURSEWORK?

Not at all importantNot very importantModerately importantVery importantExtremely important

IMPORTANCE OF TECHNOLOGY FOR ACADEMIC SUCCESS

Importance Of Using New Or Better Technologies

LinkedIn

Other social networking sites 

Twitter

Social studying sites

Phone-like communication over the internet

Facebook

Instant Messaging/Online Chatting

Phone conversation

Text Messaging

Face to face interaction

Email

Course or learning management system 

56.4%

49.3%

48.3%

52.5%

43.1%

21.8%

17.2%

13.0%

18.4%

20.4%

21.9%

11.7%

14.6%

24.6%

12.5%

9.6%

10.0%

14.7%

16.5%

17.8%

11.7%

14.8%

21.0%

20.6%

13.9%

18.1%

6.4%

8.4%

7.1%

12.2%

13.7%

16.3%

21.2%

25.4%

24.2%

11.3%

8.3%

8.4%

6.1%

7.1%

6.8%

11.6%

17.8%

16.4%

23.0%

26.5%

22.8%

5.8%

6.6%

7.2%

12.3%

16.1%

18.3%

58.0%

63.8%

65.0%

Do Not Use Not at all important Not very important Moderately important Very important Extremely important

IMPORTANCE OF TECHNOLOGY FOR ACADEMIC SUCCESS

FORMS OF COMMUNICATION RESPONDENTS WISH INSTRUCTORS USED LESS…OR MORE

Question #6: Most students are comfortable connecting with their professors through social

media sites.

A. True

B. False

Question #6: Most students are comfortable connecting with their professors through social

media sites.

A. True

B. False

36% of students felt comfortable connecting with professors from whom they were currently taking courses

45% felt comfortable connecting with other students.

Workforce

• Smart Phones – 4000 moderately to extremely important

• Financial aid, registration, access to courses – adult career coaching impact

• Access and persistence• Employer “asks” in particular with

apprenticeships and OJT/internships• Federal regulations – supplement, not

supplant

IMPORTANCE OF TECHNOLOGY FOR ACADEMIC SUCCESS

INSTRUCTORS’ USE OF TECHNOLOGY

Question #7: Students want instructors to use new, cutting-edge technologies.

A. True

B. False

Answer #7: Students want instructors to use new, cutting-edge technologies.

A. True

B. False

Importance Of Using New Or Better Technologies

7%

18%

46%

18%

11%

HOW IMPORTANT IS IT THAT YOUR IN-STRUCTORS USE NEW, CUTTING-EDGE

TECHNOLOGIES?

Not at all important Not very importantModerately important Very importantExtremely important

INSTRUCTORS’ USE OF TECHNOLOGY

Question #8: What percentage of VCCS students felt that the technology used in their courses will

have adequately prepared them for the workplace?

A. 68%

B. 53%

C. 42%

D. 12%

Question #8: What percentage of VCCS students felt that the technology used in their courses will

have adequately prepared them for the workplace?

A. 68% B. 53%

C. 42%

D. 12%

Over 70% of respondents indicated that all or most of their instructors:

– Are effectively using technology to impact students’ academic success

– Use the “right kinds” of technology – Have used technology to aid in the understanding of course

materials and ideas

Over 60% of respondents indicated that all or most of their instructors have provided them with adequate training for the technology used in courses.

INSTRUCTORS’ USE OF TECHNOLOGY

Forms Of Communication Respondents Wish Instructors Used Less…or More

LinkedIn

Other Social Networking Sites

Twitter

Facebook

Phone Conversation

Phone-like Communication Over the Internet

Social Studying Sites

Instant Messaging/Online Chatting

Email

Text Messaging

Face to Face Interaction

Course or Learning Management System

54.9%

49.8%

54.8%

39.7%

12.6%

24.6%

21.2%

17.4%

34.1%

36.0%

29.2%

31.6%

55.3%

38.3%

39.1%

39.1%

52.9%

36.0%

47.7%

43.9%

10.9%

14.2%

16.1%

28.8%

32.1%

36.1%

36.3%

39.7%

45.3%

46.6%

49.7%

52.9%

Use Less Use Same Use More

INSTRUCTORS’ USE OF TECHNOLOGY

Resources/Tools Respondents Wish Instructors Used Less…or More

E-portfolios

Blogs

Wikis

Web-based music

Photo-sharing websites

Locally installed word processor, spreadsheets, and presentation software

Web-based word processor, spreadsheets, presentation software

Online multi-user computer games

Online forums or bulletin boards

Recommend an article or information online by tagging/liking

Podcasts and webcasts

Video-sharing website

Web-based videos

E-books or E-textbooks

Course or learning management system 

Freely available course content beyond your campus

Simulations or educational games

23.3%30.3%

23.8%23.9%22.9%

25.8%13.0%

17.7%18.1%

11.4%

12.0%15.1%

9.8%11.1%

51.7%42.3%

44.6%44.2%44.9%

60.4%55.5%

36.3%49.1%

43.4%39.2%

45.2%

44.0%40.2%

47.6%

35.6%32.3%

25.0%27.4%

31.5%31.9%32.2%

35.6%36.2%37.8%37.9%

38.9%42.8%43.3%

44.0%44.7%

49.5%

54.6%56.6%

Use Less Use Same Use More 

INSTRUCTORS’ USE OF TECHNOLOGY

• Matching technology use to workplace demands?

• 7200 not using LinkedIn: adult career coaches

• Phone and face-to-face communication• Regulations of GI bill, Trade Act, and

apprenticeship regarding online learning/blended learning – major obstacles

INSTRUCTORS’ USE OF TECHNOLOGY

VCCS RESULTS COMPARED TO NATIONAL DATA

Skip classes when course lectures are available online 

Took a class completely online 

Wish instructors used more simulations or educational games

More actively involved in courses that use technology 

Like to keep academic and social lives separate

Prepared to use needed technology when they entered college

Learned best in blended learning environments

Believe that technology helps them achieve their academic outcomes

16%

31%

55%

54%

57%

66%

70%

75%

11%

45%

57%

58%

64%

67%

68%

79%

VCCS

ECAR National Results

• Students rely heavily on laptop and desktop computers for their academic success and utilize mobile devices primarily for checking grades and accessing course management systems, course websites and syllabi.

• Almost 80% of respondents believe that technology helps them achieve their academic outcomes, and 68% report that they learn the most in courses with some online components.

• Over 70% of respondents indicated that all or most of their instructors are effectively using technology, utilize the “right kinds” of technology, and have used technology to aid in their understanding of course materials.

ECAR HIGHLIGHTS

• Over 89% of students indicated that professors’ use of course management systems and email is extremely important for their academic success.

• Nearly 50% of respondents indicated that they wished instructors utilized more face-to-face communication.

• Respondents indicated that the following social media sites were not important for their academic success and should be used less: Facebook (39.7%), Twitter (54.8%), and LinkedIn (54.9%).

 

ECAR HIGHLIGHTS

• A majority of respondents (64%) indicated that they prefer to keep their academic and social lives separate.

• A slightly higher proportion of VCCS students took courses completely online (45%, compared to 31% nationally) and a lower percentage of VCCS students indicated that they skipped classes when lectures are available online (11%, compared to 16% nationally).

 

ECAR HIGHLIGHTS

LINK TO ECAR REPORT AND SUPPORTING MATERIALS

ECAR Report, Info graphic, and Survey Instrument available on EDUCAUSE website:

http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012