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1 Presented by: Jessica White & Tess Collins

2 OVERVIEW OF SESSION 2.0 data snapshots Student use Student perspectives Other interesting stuff Questions to consider

3 WHO ARE STUDENTS 2.0? Born between 1981 and 2001: Generation Y, Gen Y, Digital Natives, Net Generation, Information Generation, Millennials, and Neo Millennials Report that the World Wide Web is the most influential event to have happened in their lifetime (Levine & Dean, 2012) Do not remember and cannot imagine a world without digital technology (Frand, 2006)

4 A VISION OF STUDENTS TODAY YouTube video created by Michael Wesch s class at Kansas State in 2007 regarding learning and technology usage of students. 4.7 million views

5 2.0 DATA SNAPSHOTS: STUDENT USE

6

7 16% Say they were prepared to use needed technology when they entered college 70% Say that technology helps them achieve their academic outcomes 31% Say that they own a laptop 57% Say that they own a tablet 86% Say that most of their instructors use technology effectively 75% Say that they learn most in blended learning environments 68% Say they would like to interact more with their instructors face to face 53% Say they skip classes when course lectures are available online 66% Say they would like to keep their academic and social lives separate 15% Say they have taken a class completely online

8

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10 2.0 DATA SNAPSHOTS: STUDENT USE What percentage of college students own a laptop? Is it higher or lower than 80%? 86%

11 62% 15%

12

13 2.0 DATA SNAPSHOTS: STUDENT USE What percentage of students have taken a class completely online? Is it higher or lower than 40%? 31%

14 75%

15 2.0 DATA SNAPSHOTS: STUDENT USE What percentage of students report skipping classes when lecture notes are available online? Is it higher or lower than 25%? 16%

16 2.0 DATA SNAPSHOTS: STUDENT USE What percentage of students say that they like to keep their academic and social lives separate? Is it higher or lower than 52%? 57%

17

18

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20 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES 67% of students say that technology helps them to feel connected to what s going on at the institution

21 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES Students believe that technology is critical to academic success. 75% say that technology helps them achieve academic outcomes.

22 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES Technology training and skill development for students is more important than new, more, or better technology.

23 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES 53% of students want to interact more with instructors face-to-face, via their course and learning management system (53%), and through (45%).

24 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES Students were ambivalent about instructors use of new, cutting-edge technology 25% 28%

25 2.0 DATA SNAPSHOTS: STUDENT PERSPECTIVES Students gave more positive marks for their instructors use of technology than ever before. 68% of students say most of their instructors use technology effectively.

26

27 2.0 DATA SNAPSHOTS: OTHER INTERESTING STUFF At one institution, only 5.6% of students reported no multitasking behaviors in class (Burak, 2012) 51% 25%

28 2.0 DATA SNAPSHOTS: OTHER INTERESTING STUFF Juggling between tasks leads to poorer performance as well as increased time needed to complete tasks (Bowman, Levine, Waite, & Gendron, 2010; Ophira, Nass, & Wagner, 2009).

29 2.0 DATA SNAPSHOTS: OTHER INTERESTING STUFF Classroom multi-tasking is significantly related to an increase in high-risk behaviors (Burak, 2012).

30 BUT

31 2.0 DATA SNAPSHOTS: OTHER INTERESTING STUFF Students weeks away from final exams and in the library tend to pare use of electronics; students use self-styled strategies for dialing down technology when the pressure is most on them (O Donnell, 2011).

32

33 16% Say they were prepared to use needed technology when they entered college 70% Say that technology helps them achieve their academic outcomes 31% Say that they own a laptop 57% Say that they own a tablet 86% Say that most of their instructors use technology effectively. 75% Say that they learn most in blended learning environments 68% Say they would like to interact more with their instructors face to face 53% Say they skip classes when course lectures are available online 66% Say they would like to keep their academic and social lives separate 15% Say they have taken a class completely online

34 2.0 DATA SNAPSHOTS Which of these findings were most surprising to you? How do these data compare with your experiences as educators here at OSU? What are some emerging technology themes here at OSU?

35

36 REFERENCES Black, A. (2010). Gen y: Who they are and how they learn. Educational HORIZONS. Retrieved 10/12/12 from Bowman, L.L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54, Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), Burak, L. (2012). Multitasking in the university classroom. International Journal for the Scholarship of Teaching and Learning, 6(2). Educause Center for Applied Research (2012). ECAR study of undergraduate students and information technology, Retrieved 10/3/12 from Kolowich, S. (2012). Digital faculty: Professors and technology, Inside Higher Ed. Retrieved 10/17/12 from Lytle, R. (2012). 5 apps college students should use this school year. US News. Retrieved 10/1/12 from Levine, A. & Dean, D. (2012) Generation on a tightrope. San Francisco:Jossey-Bass. O Donnell, C. (2011). College students limit technology use during crunch time. UW Today. Retrieved 10/2/2012 from Ophira, Nass, & Wagner s (2009). Cognitive control in media multitaskers. PNAS Proceedings of the National Academy of Science of the United States of America, 106, doi: /pnas The Chronicle of Higher Education (2010). Professor s use of technology in teaching. Retrieved 10/17/12 from

37 QUESTIONS & COMMENTS

38 Jessica White Assistant Director, Center for Teaching and Learning Director, Graduate Certificate in College and University Teaching Tess Collins Graduate Teaching Assistant, Center for Teaching and Learning M. Ed Candidate in College Student Services Administration

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