een onderzoek naar het gebruik en de waardering van technologie in het hoger onderwijs

ECAR, Educause center for analysis and research heeft in 2014 een onderzoek uitgevoerd naar het gebruik en de waardering van technologie in het hoger onderwijs.

De metadata van het onderzoek:
“In 2014, ECAR collaborated with 151 institutions to collect responses from 17,451 faculty respondents across 13 countries about their technology experiences. ECAR also collaborated with 213 institutions to collect responses from 75,306 undergraduate students about their technology experiences.”
Key Findings (Student Perpective)
Selected findings are below. See the report for a comprehensive list.
  • Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
  • Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
  • Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
  • More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
  • Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
Key Findings (Faculty perspective)

Selected findings are below. See the report for a comprehensive list.

  • Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
  • Faculty interest in early-alert systems and intervention notifications is strong.
  • The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning.
  • Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses.
  • Faculty recognize that mobile devices have the potential to enhance learning.
De volledige rapporten en presentaties (inclusief infographs) zijn terug te vinden op:
Het rapport over de resultaten van de terugkoppeling van de studenten is vrij beschikbaar. De data en het rapport over “faculty” is voorlopige alleen voor ECAR leden beschikbaar maar komt op termijn vrij beschikbaar.

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