Educause Center for Applied Research
2012-2013
Executive Summary
The UWSP sample included 2,800 students, 557 responded, for a response rate of 19.8%. Of the
UWSP respondents, 64% were female, 76% were age 25 or younger, 57% lived off campus, and
94% were enrolled full-time. Twenty-eight percent reported their majors as life or health
sciences (including agriculture-related fields), 16% were in education, 14% were in social
sciences, 4% were in fine arts, 3% were undecided, and the rest were in other fields.
The following analysis compares UWSP responses to 19,899 responses from participating fouryear institutions1. Hereafter, the responses from these institutions are referred to as other
respondents. Statistical differences are noted where applicable.
Key Findings

UWSP students prefer blended-learning environments, although there are few of this
type of course offerings.

UWSP students prefer using email and course/learning management systems for
academic communications and social networks for interacting with their friends.

UWSP students feel it is important to have the technology training and skill
development is more important than understanding or exposure to the newest
technologies.

UWSP student use of small portable devices is increasing, but still less than the average
comparison institution.

UWSP students report that most important support technologies that campus can offer
are access to printing devices and storage devices.

UWSP students primarily use laptops and desktops (to a lesser degree) for academic
purposes. E readers, tables and smart phones are not commonly used for academic
purposes.
1
EDUCAUSE Center for Applied Research, The ECAR Study of Undergraduate Students and Information Technology, 2009.
Volume 6, 2009. Available at http://www.educause.edu/ecar.
Section 1: Device Use and Ownership
Table 1: Uses of Different Technology
Responses categories for each device are Do not use, Academic purposes
and other purposes, Academic purposes only, and Other purposes only.
UWSP
MA
Institutions
5%
93%
1%
1%
5%
92%
3%
1%
89%
7%
1%
4%
84%
9%
1%
5%
57%
25%
0%
18%
38%
42%
0%
20%
89%
2%
1%
7%
88%
5%
1%
6%
38%
30%
28%
3%
47%
22%
15%
5%
Laptop
Do Not Use
Academic Purposes & Other
Academic Purposes Only
Other Only
Tablet
Do Not Use
Academic Purposes & Other
Academic Purposes Only
Other Only
Smartphone
Do Not Use
Academic Purposes & Other
Academic Purposes Only
Other Only
E-Reader
Do Not Use
Academic Purposes & Other
Academic Purposes Only
Other Only
Desktop
Do Not Use
Academic Purposes & Other
Academic Purposes Only
Other Only
Table 1 shows the UWSP vs. MA Institutions data for the different types of usage for different
technologies. The only notable difference is that MA institutions overall use more smartphones than
UWSP and less desktops than UWSP.
Table 2: UWSP Different Uses of Technology
Response categories are do not use, academic and other purposes, academic purposes only, and other
purposes only.
Freshman
Sophomore
Junior
Senior
4%
94%
2%
0%
4%
94%
2%
0%
4%
93%
2%
1%
8%
90%
1%
1%
90%
6%
0%
4%
87%
9%
0%
4%
92%
6%
<1%
2%
86%
7%
2%
5%
57%
24%
0%
19%
65%
21%
0%
14%
54%
22%
1%
23%
54%
31%
0%
15%
85%
4%
1%
10%
91%
1%
0%
8%
91%
0%
1%
8%
90%
4%
1%
5%
43%
21%
29%
7%
45%
19%
31%
5%
40%
36%
22%
2%
29%
40%
31%
<1%
Laptop
Do Not Use
Academic & Other Purposes
Academic Purposes Only
Other Purposes Only
Tablet
Do Not Use
Academic & Other Purposes
Academic Purposes Only
Other Purposes Only
Smartphone
Do Not Use
Academic & Other Purposes
Academic Purposes Only
Other Purposes Only
E-reader
Do Not Use
Academic & Other Purposes
Academic Purposes Only
Other Purposes Only
Desktop
Do Not Use
Academic & Other Purposes
Academic Purposes Only
Other Purposes Only
Table 2 shows the different uses of different technologies in UWSP students, freshman through senior.
The only major differences are the usage of smartphones and desktops. Upper classmen tend to use
more smartphones than underclassmen and seniors tend to utilize desktops most often.
Technology Ownership UWSP vs.
MA Institutions
Table 3: Ownership of
Technology Used
for Academic Purposes
Device
UWSP
MA
Institutions
Laptop
97%
95%
Tablet
89%
86%
Smartphone
98%
99%
E-reader
93%
92%
Desktop
23%
60%
80%
Percent Ownership
Response Categories are Yes and No for the technologies
that students had claimed that they used for academic
purposes
100%
60%
40%
UWSP
MA Institutions
20%
Laptop
Tablet
Smartphone
E-reader
Desktop
0%
Figure 1
The only major difference in ownership between UWSP and MA Institutions is desktops, which is
possibly explained by the fact that UWSP provides several desktop computers for their students for free
and in locations that are convenient for their use (i.e. residence halls, academic buildings, and the
library).
Table 4: UWSP Ownership of Technology Used for Academic Purposes
Response categories for each device are yes and no. Percentages reflect yes responses.
"Do you own a:"
Laptop
Tablet
Smartphone
E-Reader
Desktop
Freshman
Sophomore
Junior
Senior
98%
69%
100%
94%
23%
99%
93%
97%
100%
18%
97%
100%
96%
100%
23%
94%
92%
99%
81%
26%
It can be assumed for most of these technologies that if a student is using the technology for academic
purposes, that student also owns the technology. As an exception, as reflected by Table 4, desktops are
not included in that assumption as a large majority of students that use a desktop do no own it. The
same goes for freshmen and tablet ownership, although this is not a majority as it is with desktops.
Table 5a: Technology Operating Systems
Response categories vary with each device. The 2-3 most popular operating systems for each device are
provided
Device
Laptop
Windows
Macintosh
UWSP
MA Institutions
81%
17%
72%
25%
65%
19%
7%
60%
22%
9%
26%
62%
9%
47%
44%
6%
50%
22%
22%
64%
18%
15%
87%
10%
88%
8%
Tablet
iOS iPad
Android OS
Other tablet
Smartphone
iPhone
Android Phone
BlackBerry
E-Reader
Kindle
Nook
Other reader
Desktop
Windows
Macintosh
Overall, UWSP and MA Institutions are similar in the different operating systems that their students use
with the exception of smartphones. For smartphones, UWSP students tend to use the Android phones,
whereas MA Institutions’ students tend to use the iPhone. This is possibly explained by the lack of
iPhone carrier support in Stevens Point, WI in comparison to other places, whereas Android signal is
supported by more carriers and towers that would be favorable in Stevens Point, WI.
Table 5b: UWSP Technology Operating Systems
Response categories vary with each device. Percentages for the two most popular
devices are reflected.
Freshman
Sophomore
Junior
Senior
79%
14%
78%
19%
84%
14%
80%
20%
50%
38%
80%
0%
50%
30%
73%
13%
13%
73%
35%
52%
31%
61%
25%
61%
83%
0%
100%
0%
0%
0%
33%
44%
90%
5%
78%
15%
87%
11%
89%
9%
Laptop
Windows
Macintosh
Tablet
iOS iPad
Android OS
Smartphone
iPhone
Android Phone
E-Reader*
Kindle
Nook
Desktop
Windows
Macintosh
*Very small sample size, not applicable to apply comparison to the population.
UWSP technology operating systems separated by freshman-senior have the same overall trend as both
MA Institutions and UWSP’s overall count. There are no major differences between year in school and
type of operating system used.
Table 6: Importance of Technological Device to Academic
Success
Response categories are not at all important, very important, moderately important, very
important, and extremely important. Percent responding very important and extremely
important.
MA
UWSP
Sig.
Device
Institutions
Laptop
Tablet
Smartphone
E-reader
Desktop
81%
27%
24%
22%
50%
86%
39%
35%
24%
59%
p<.05
p<.05
As shown in Table 6, MA Institutions tend to overall see technological devices as more important to their
academic success than UWSP. The two technological devices to note that hold a higher importance to
MA Institutions versus UWSP are laptops and desktops.
Table 7: UWSP Importance of Technological Device to
Academic Success
Response categories are not at all important, very important, moderately important,
very important, and extremely important. Percent responding very important and
extremely important.
Device
Freshman
Sophomore
Junior
Senior
Laptop
87%
89%
79%
72%
Tablet
0%
50%
0%
44%
Smartphone
23%
26%
17%
27%
E-reader
17%
0%
0%
33%
Desktop
44%
36%
52%
59%
As shown in Table 7, the importance of most technologies of UWSP students by year is fairly evenly
distributed, with the exception of e-readers and tablets. For tablets, sophomores and seniors tend to be
the only years that find importance in the use of this technology for their academic success. For ereaders, freshmen and seniors are the ones that find importance in the technology. Another thing to
note is that sophomores tend to feel like desktops are less important to their academic success than
other years.
Table 8a: Importance of Technology vs. Availability of Technology at UWSP
Responses for importance are Extremely Important, Very Important, Moderately Important, Not Very Important, and Not At All Important for
each category. Percentages reflect Extremely Important and Very Important. Responses for availability are Excellent, Good, Neutral, Fair,
Poor, Haven't Used Service in the Past Year, and Service Not Offered for Mobile Device. Percentages reflect Excellent and Good.
Mobile Service:
Accessing Library Resources
Checking Grades
Registering for Courses
Accessing Financial Aid Info
Making Textbook Purchases
Ordering Transcripts
Accessing Course Website or Syllabi
Accessing Learning Management System
Importance
Availability
Sig.
10%
47%
16%
18%
8%
10%
53%
50%
37%
55%
35%
33%
26%
25%
58%
52%
p<0.05
p<0.05
p<0.05
p<0.05
p<0.05
---
*Significance reflected all reflect a positive significance in that expectations are exceeded.
At UWSP, the mobile technology services available exceed the expectations and importance of students.
One possibility for improvement is trying to exceed expectations in areas of very high importance to
students, such as accessing learning management systems and checking grades.
Table 8b: Importance of Technology vs. Availability of Technology at MA
Institutions
Responses for importance are Extremely Important, Very Important, Moderately Important, Not Very Important, and Not At All
Important for each category. Percentages reflect Extremely Important and Very Important. Responses for availability are
Excellent, Good, Neutral, Fair, Poor, Haven't Used Service in the Past Year, and Service Not Offered for Mobile Device.
Percentages reflect Excellent and Good.
Mobile Service:
Accessing Library Resources
Checking Grades
Registering for Courses
Accessing Financial Aid Info
Making Textbook Purchases
Ordering Transcripts
Accessing Course Website or Syllabi
Accessing Learning Management System
Importance
Availability
24%
56%
32%
34%
24%
21%
66%
65%
41%
59%
36%
39%
30%
25%
60%
55%
All of MA Institutions have a significant difference between the importance that students hold for
mobile services, most of which are exceeding expectations and two of which are less than what is
expected. The two services that MA Institutions do not meet student expectations, accessing course
website or syllabi and accessing learning management system, UWSP does meet student expectations.
The fact that MA Institutions exceed expectations of students in the area of checking grades with a
mobile device shows that UWSP should look at that area to improve and work to exceed student
expectations as well.
Figure 2.
% (Very Important or Extremely Important)
Importance of Devices to Your Academic Success:
Seniors vs. Freshman
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Freshman
Senior
11. In addition to the devices you already told us about,
tell us how important the following devices are to your
academic success.
a. Netbook
Freshman
6.5%
Senior
3.6%
Freshman
85.5%
Senior
75.4%
Freshman
73.4%
Senior
59.3%
d. Dedicated digital camera or digital
video
Freshman
16.1%
Senior
10.8%
e. MP3 player/music device (other than
iPod touch)
Freshman
15.3%
Senior
14.4%
f. Handheld mobile device that is not a
phone (e.g., iPod touch)
Freshman
11.3%
b. Printer
c. Portable data storage device
g. Television
h. Internet device that attaches to a
television (e.g., Roku, Apple TV,
Boxee)
i. DVD, BluRay, or other movie player
j. Webcam
Senior
4.8%
Freshman
9.7%
Senior
7.2%
Freshman
5.6%
Senior
6.6%
Freshman
7.3%
Senior
7.2%
Freshman
Senior
k. Scanner
17.7%
6.0%
Freshman
21.8%
Senior
25.1%
*Possible answers: Haven't used this device in the past year, Not at all
important, Not very important, Moderately important, Very important,
Extremely important. The percents shown are a summation of Very
important and Extremely important.
Of the supplemental technologies listed, the two most important devices to both freshmen and seniors
are printers and portable storage devices. The overall distribution between freshmen and seniors is
about the same, suggesting that there isn’t a drastic change in importance of different technological
devices to academic success between the years. There are significant differences in the importance of
portable storage devices and webcams (freshmen find both technologies to be more important than
seniors). The difference in webcam importance to freshman may be explained by the newness of
college for them, making them feel a strong importance to have the ability to contact old
friends/relatives via a webcam for any form of help. A higher importance of storage devices could also
be explained by the newness of freshman versus seniors. In most high schools, storage devices, such as
a flash drive, are very important to have access to. In college, that isn’t necessarily the case, and
freshman being new may not have figured out the alternatives to a flash drive yet.
Table 9: Supplemental Technological Device Importance
Responses reflect the question "In addition to the devices you already told us about, tell us how important the following devices
are to your academic success". Possible responses are Not very important, Moderately important, Very important, and Extremely
important. Percentages reflect the responses Very important and Extremely important.
Device
Netbook
Printer
Storage Device
Camera/Video
MP3 Player
Mobile Device (not a phone)
Television
Internet T.V.
DVD/BluRay
Webcam
Scanner
Freshman
Sophomore
Junior
Senior
7%
3%
4%
4%
86%
84%
87%
76%
75%
55%
63%
60%
16%
7%
10%
11%
15%
27%
14%
15%
11%
14%
12%
5%
10%
12%
7%
7%
6%
9%
6%
7%
7%
9%
14%
7%
18%
9%
11%
6%
22%
22%
25%
25%
Table 9 reflects similar findings to the freshman vs. senior comparison in the previous table for a few
items. In Table 9, freshmen are shown to have a higher importance of storage devices than any other
year. Sophomores seem to have a higher importance for MP3 players, which is very likely just by chance
due to that sample’s participant variability. The high importance of a webcam by freshman still holds
true in this table, as they show a higher importance than any other year.
Figure 3.
Percent (Very Importan & Extremely Important)
Supplemental Technological Device Importance Freshman
through Senior
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Freshman
Sophomore
Junior
Senior
Table 10: Instructor Use of Technology to Improve Education
Response categories are None, Some, Most, and All. Percentages reflect the responses Most and All.
Instructors:
UWSP
MA Institutions
68%
49%
64%
68%
71%
65%
46%
63%
64%
67%
Effectively use technology
Provide adequate technology training
Have adequate technical skills
Use the right kind of technology
Use technology to aid understanding
As shown in Table 10, in comparison to instructors at MA Institutions, UWSP instructors are at a slightly
higher level.
Figure 3.
Percent (Most and All)
Instructor Use of Technology to Improve Education: FreshmanSenior
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Effectively use
technology
Provide
adequate
technology
training
Have adequate
technical skills
Use the right
kind of
technology
Use technology
to aid in
understanding
Freshman
78%
50%
73%
78%
77%
Sophomore
64%
51%
51%
72%
71%
Junior
67%
52%
52%
63%
70%
Senior
66%
44%
44%
64%
68%
In contrast to Table 10, the distribution between classes is fairly different than UWSP versus MA
Institutions, as seen in Figure 3. For instructors effectively using technology, freshmen tend to view
most or all of their instructors doing so at a higher rate than do any other year. This is also the trend for
instructors having adequate technical skills, which is a similar question to effective use of technology.
Another trend is with instructors using the right kind of technology, where upperclassmen view most or
all of their instructors doing so at a higher rate than underclassmen.
Table 11.
Importance of Technologies to Students
UWSP Freshman
UWSP Seniors
Q14. How important is it to you that your instructors use new,
cutting-edge technologies?
16.5%
19.3%
Q16. How important is it to you that more or better technology is
available to learn, study, or complete coursework?
32.2%
35.5%
Q17. How important is it to you that you are better trained or
skilled at using available technologies to learn, study, or complete
coursework?
57.4%
53.6%
In Table 11, UWSP freshman and seniors both find that being skilled at learning technologies is more
important that the better technology or that instructors use cutting edge technologies.
Table 12: Cutting-edge Technologies Students Want Instructors to Use
Students were asked to list three examples of cutting-edge technologies that they feel is very important or extremely
important for their instructors to use. The percentages reflect five group categories of all of the responses.
Technology
Online Programs
Classroom Teaching Tools
Remote Access Technologies
Updated Technologies
Online Communication
Importance to Students
9.7%
26.9%
21.2%
30.0%
12.1%
*Definitions and examples of the above categories are shown in Appendix A
The most important theme, as shown in Table 12,, is updated technologies. Students feel most strongly
that they would like to see their professors using similar technologies that they are currently using, but
newer, more interactive versions. As a smaller university, UWSP should make it a goal to maintain
newer technologies, as well as classroom teaching tools, which is the second most important theme to
students.
Figure 4. Illustration of various themes for cutting-edge technology
30%
9.70%
Online Programs
Classroom Teaching Tools
Romote Access Technologies
12.10%
Online Communication
26.90%
Updated Technologies
21.20%
In Figure 4, over 50% of students reported that online programs and classroom teaching tools are the
most preferred technologies for learning.
Table 13: Importance of different Forms of
Communication: Freshmen through Seniors
How important are the following forms of
communication to achieving your academic success?
Freshmen
Sophomores
Juniors
Seniors
a. Email
91%
93%
93%
96%
b. Text messaging
27%
22%
27%
27%
c. Instant messaging/online chatting
14%
9%
9%
13%
4%
4%
5%
2%
e. Facebook*
19%
13%
16%
11%
f. LinkedIn*
2%
4%
7%
4%
g. Other social networking sites
2%
1%
3%
2%
h. Social studying sites (Cramster, Course Hero, GradeGuru,
etc.
4%
4%
4%
4%
i. Phone-like communication over the Internet*
14%
8%
6%
9%
j. Phone conversation
24%
23%
23%
25%
k. Face-to-face interaction*
82%
82%
89%
89%
l. Course or learning management system (Blackboard,
Moodle, Sakai, Desire2Learn, etc.)*
83%
73%
74%
71%
d. Twitter
As shown in Table 13, one trend is a higher importance of Facebook, phone-like communication over the
Internet, and course or learning management system forms of communication to freshmen over any
other year. Another trend is a higher importance of LinkedIn to juniors than any other year. A final
trend to be noted is a slightly higher importance of face-to-face interaction to upperclassmen.
Figure 5.
Percent (Use it more/Use it less)
Increase vs. Decrease in Forms of Communication: UWSP
Students
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Want Increase
Want Decrease
The three forms of communication that students would like to see increase overall are email, face-toface communication, and course/learning management system communication (such as D2L). Other
forms of communication that UWSP student would rather see a decrease than an increase are Twitter,
Facebook, LinkedIn, Other social networking sites, and both types of phone communication.
Table 14: Increase vs. Decrease in Forms of Communication:
Freshman-Senior
Want Increase
Form of
Communication
Want Decrease
Freshman
Soph
Junior
Senior
Freshman
Soph
Junior
Senior
40%
27%
37%
31%
2%
1%
2%
1%
Text Messaging
Instant
Messaging/Chat
4%
10%
13%
10%
14%
15%
15%
10%
4%
6%
6%
12%
15%
16%
14%
10%
Twitter
2%
3%
5%
2%
18%
20%
19%
13%
Facebook
5%
9%
5%
7%
14%
18%
18%
14%
LinkedIn
Other Social
Networking
Social Studying
Sites
Internet PhoneLike Comm.
2%
5%
3%
2%
12%
13%
15%
9%
2%
2%
1%
1%
12%
12%
16%
9%
7%
9%
13%
7%
9%
13%
12%
8%
3%
3%
3%
6%
10%
16%
12%
8%
Phone
2%
4%
4%
7%
10%
15%
11%
10%
Face-to-Face
Course/Learning
Management
41%
47%
48%
43%
5%
2%
2%
1%
50%
45%
51%
44%
3%
6%
2%
7%
Email
Freshmen and juniors would like to see the greatest increase in the use of email as a form of
communication. Freshmen would like to see text messaging as a form of communication increased the
least out of all the years. Seniors would like to see IM-ing or chatting as a form of communication
increased the most out of all the years. Juniors would like to see social studying sites as a form of
communication increase the most out of all the years. Sophomores and juniors would like to see faceto-face interaction increase more than freshmen and seniors. Seniors would like to see less of a
decrease in the use of Twitter than all other years.
Table 15: Importance of Resources/Tools to Academic Success
Responses are Did not use in the past year, Not at all important, Not very important, moderately important, Very
important, and Extremely important. Percentages reflect the responses Very important and Extremely important.
"How important is..."
UWSP
MA
Institutions
54%
76%
37%
74%
18%
24%
85%
31%
58%
80%
48%
72%
17%
32%
85%
51%
Academic Institution's Library Website
Course/Learning Management System
Web-based citation/bibliography tools
College/University Website
E-portfolios
E-books or E-Textbooks
Locally installed Microsoft Office
Web-based software similar to Office
As Table 15 shows, UWSP is fairly similar on importance of certain resources and tools to academic
success in most areas, with the exception of two. MA Institutions put a higher importance on webbased citations/bibliography tools (such as EndNote, CiteULike, OttoBib, etc.) and Web-based software
similar to Office (Google Docs, NumSum, Prezi, etc.).
Table 16: Importance of Resources/Tools to Academic Success: FreshmanSenior
Responses are Did not use in the past year, Not at all important, Not very important, moderately important, Very important, and
Extremely important. Percentages reflect the responses Very important and Extremely important.
"How important is…"
Academic Institution's Library Website
Course/Learning Management System
Web-based citation/bibliography tools
College/University Website
E-portfolios
E-books or E-Textbooks
Locally installed Microsoft Office
Web-based software similar to Office
Freshman
Sophomore
Junior
Senior
50%
85%
33%
80%
12%
19%
80%
24%
50%
71%
39%
68%
10%
20%
84%
30%
48%
76%
38%
78%
26%
26%
85%
38%
63%
75%
38%
73%
21%
26%
88%
32%
Table 16, which compares UWSP students, has much more variety than Table 14. As the table shows,
seniors tend to put the highest importance on the academic institution’s library website as a resource.
Freshmen tend to put the highest importance on the course/learning management system. Juniors
seem to put a higher importance on web-based software similar to Office than any other year. Both
freshmen and juniors put a higher importance on the college/university website than other years.
Upperclassmen seem to put a higher importance on e-portfolios and e-book/e-textbooks.
Table 17: Resources/Tools Students Would Like Instructors to Use More
Responses are No opinion, Use it less, Use it about the same, and Use it more. Percentages reflect the response Use it more.
"Would like to see instructors use…more"
Course/Learning Management System
E-Portfolios
E-books or E-textbooks
Freely available course content beyond your campus
Locally installed Microsoft Office
Web-based programs similar to Office
Wikis
Blogs
Recommended articles or online information
Online forums or bulletin boards
Podcasts or webcasts
Web-based music
Web-based videos
Video-sharing websites
Photo-sharing websites
Online multi-user computer games
Simulations or educational games
Freshman
Sophomore
Junior
Senior
48%
4%
17%
10%
17%
5%
4%
4%
6%
16%
13%
11%
22%
19%
11%
7%
24%
40%
7%
16%
12%
19%
12%
11%
4%
11%
17%
19%
15%
23%
27%
11%
13%
35%
48%
12%
25%
23%
32%
24%
21%
14%
15%
16%
21%
17%
38%
38%
20%
17%
38%
44%
9%
24%
21%
20%
23%
16%
14%
18%
22%
16%
16%
25%
28%
13%
9%
25%
Percent (Use it more/Use it less)
As Table 17 shows, there are a few different trends between different class standings. Upperclassmen
tend to want an increase in freely available course content beyond our campus, web-based programs
similar to Office, and blogs more than underclassmen. Another interesting trend is with juniors, who
tend to want an increase in locally installed Microsoft Office, web-based videos, and video-sharing
websites more than any other year. Along with sophomores, juniors also want an increase in
simulations or educational games more than freshman and seniors. Freshmen tend to want an increase
in Wikis and recommended articles or online information much less than any of the other years.
Fig. 6-Increase vs. Decrease in Resources/Tools: UWSP Students
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Want Increase
Want Decrease
Figure 7. Freshman-Senior
"In what type of learning environment do you tend to
learn most?"
80%
70%
60%
Courses with no online
components
50%
40%
Courses with some online
components
30%
Courses that are completely
online
20%
10%
0%
Freshman
Sophomore
Junior
Senior
The majority of UWSP students learn best in a learning environment with both online and offline
components (“some online” category). This does not vary between class standing, and all are consistent
with the overall student body. In comparison with the number of blended courses that students had in
the past year, it seems that although “blended” courses are the best way in which a majority of UWSP
students learn, there are not very many of those courses that students have been able to take.
Figure 8. Blended courses: UWSP students
Number of "Blended" courses in the past year
15%
All
14%
A few
About half
51%
Nearly all
None
18%
2%
Table 18.
23. In the past year, have you taken a
completely online course at UWSP?
Yes
No
Freshman
14%
86%
Sophomore
16%
84%
Junior
21%
79%
23%
Senior
77%
24. Are you currently taking courses at
more than one institution?
Yes
No
Freshman
10%
90%
Sophomore
8%
92%
Junior
7%
93%
Senior
11%
89%
As shown in Table 18, upperclassmen tend to take more
completely online classes than underclassmen. This could
possibly be due to the fact that upperclassmen may be
trying to complete extra classes (interims) in order to
graduate on time, so upper level classes may not be a
factor.
There is not much of a difference between class standing
and students that are currently taking courses at more than
one institution.
Table 19: Agree vs. Disagree about social networking in conjunction with learning
UWSP
"How much do you agree with the statement:"
MA
Institutions
Agree
Disagree
Agree
Disagree
51%
24%
53%
23%
I am comfortable using Facebook or other social
networking sites to communicate with other students
about coursework
64%
19%
66%
18%
It's important to have an online forum to communicate
and interact with other students about coursework
outside the classroom
53%
18%
62%
12%
I am comfortable connecting on social networks with
professors from whom I'm currently taking classes
22%
53%
32%
43%
I am comfortable connecting on social networks with
professors from whom I am no longer taking classes
24%
44%
35%
34%
I like to keep my academic life and my social life separate
Responses are Strongly disagree, Somewhat disagree, neither agree nor disagree, Agree, and Strongly agree. Percentages for the
"Agree" category reflect the responses Agree and Strongly Agree, and percentages for the category "Disagree" reflect the responses
Strongly disagree and Somewhat disagree.
The only main difference between UWSP and MA institutions in Table 19 is that students from MA
institutions appear to be more comfortable connecting with professors on social networking sites than
UWSP students, regardless of whether they are currently taking their class or not.
Table 20: Freshman-Senior
"Do you agree with the
following statements:"
Agree
Disagree
Freshman
Soph
Junior
Senior
Freshman
Soph
Junior
Senior
I get more actively involved in
courses that use technology
By the time I graduate, the
technology I have used in my
courses will have adequately
prepared me for the workplace
My institution's technology
services are always available
when I need them for my
coursework
I skip classes when materials
from course lectures are
available online
When I entered college/the
university, I was adequately
prepared to use technology
needed in my courses
Technology makes me feel
more connected to what’s
going on at the
college/university
41%
43%
49%
43%
12%
23%
17%
18%
63%
53%
60%
56%
10%
18%
14%
18%
63%
63%
67%
54%
11%
18%
14%
19%
18%
8%
14%
15%
71%
72%
72%
66%
59%
65%
64%
51%
12%
18%
17%
30%
63%
60%
71%
61%
8%
14%
9%
11%
Technology better prepares me
for future educational plans
65%
69%
75%
67%
6%
7%
7%
7%
Technology makes me feel
connected to other students
56%
55%
62%
59%
15%
19%
17%
15%
Technology makes me feel
connected to professors
51%
53%
53%
54%
14%
22%
18%
19%
Technology elevates the level of
teaching
57%
58%
64%
56%
11%
11%
11%
15%
Technology helps me achieve
my academic outcomes
65%
71%
73%
73%
7%
7%
5%
5%
Table 21: UWSP vs. MA Institutions
"Do you agree with the following
statement:"
Agree
Disagree
UWSP
MA
Institutions
UWSP
MA
Institutions
I get more actively involved in courses that
use technology
44%
51%
18%
13%
By the time I graduate, the technology I have
used in my courses will have adequately
prepared me for the workplace
57%
61%
15%
13%
My institution's technology services are
always available when I need them for my
coursework
62%
59%
16%
19%
I skip classes when materials from course
lectures are available online
14%
17%
70%
64%
59%
64%
20%
18%
64%
66%
10%
10%
Technology better prepares me for future
educational plans
69%
72%
7%
5%
Technology makes me feel connected to other
students
58%
62%
16%
12%
Technology makes me feel connected to
professors
53%
58%
18%
14%
Technology elevates the level of teaching
59%
63%
12%
10%
Technology helps me achieve my academic
outcomes
71%
74%
6%
5%
When I entered college/the university, I was
adequately prepared to use technology
needed in my courses
Technology makes me feel more connected to
what’s going on at the college/university
Responses are Strongly agree, Agree, Neither agree nor disagree, Somewhat disagree, and Strongly disagree. Percentages for “Agree” reflect
the responses Strongly agree and Agree. Percentages for “Disagree” reflect the responses Strongly disagree and Somewhat disagree.
There are only slight differences in opinion between UWSP students and MA students in a few of the
categories. UWSP students agree slightly less that they get more actively involved in courses that use
technology than MA Institution students. UWSP students feel that they skip class when the materials
are available online less than students of MA Institutions.
Figure 9: Websites important to UWSP students’ academic success
10%
Entertainment & Social
Networking
3%
5%
Google
2%
School Website
50%
Information Database
Citation Sites
30%
Other Academic Sites
Definitions for the themes represented in Figure 9 are listed in Appendix B.
As Figure 9 shows, students feel that the UWSP website and all of its included functions (i.e. email, D2L,
etc.) are the most important website to their academic success. The second most important site to
UWSP students is Google, which includes not just the search engine but all of Google’s functions as well.
Lower importance is put on information databases, citation sites, entertainment and social networking
sites, and other miscellaneous academic sites.
Appendix A
Cutting-edge technologies students would like to see instructors use at UWSP
Response Themes and Definitions
The Online Programs theme includes items
relating to online access to grades and
assignments, online supplemental curriculum,
course management systems, online
textbooks and reading, and online exams.
Illustrative Comments
-D2L
-Educational search engines such as EBSCOhost
-Access to learning material online (i.e. syllabus,
videos, grades, readings, ect.)
-Microsoft Excel and Word documents; Adobe
InDesign
The Classroom Teaching Tools theme includes
items relating to technology and tools that
can be used for teaching purposes, including
-Smartboards and Projectors
computer programs, interactive white boards,
and in-class illustrative videos.
-YouTube videos and illustrative, interactive displays
-Being able to access course information on an
The Remote Access Technologies theme
Android phone
includes items relating to using either tablet
or smartphone technologies for instructor to
-Materials compatible with smartphones and
student communication and out of office
mobile D2L site
information access as well as giving students
access to course materials with mobile device -Email using a portable device when a standard
compatibility.
device is unavailable
The Updated Technologies theme includes
items relating to the general upgrading of
currently used technologies and adding new,
innovative technologies.
-More up to date programs for our majors
The Online Communication theme includes
items relating to using things such as instant
messengers and social networking sites to
communicate with students, reminding them
of assignments, exams, or other course
related items.
-Live web chats
-html5 and css3 (very new)
-Google+ and Facebook
-SMS or IMS text message system for upcoming
events or dates
Appendix B
Websites that are most important to students’ academic success
Response Themes and Definitions
The Entertainment & Social Networking
theme includes any site having to do with
social networking, music, or videos.
The Google theme includes any sites related
to Google.
The School Website theme includes any sites
having to do with the UWSP web system.
Illustrative Comments
-Facebook
-NAXOS music library
-Netflix
-Pandora
-Twitter
-Google.com
-Google books
-Google docs
-Google scholar
-UWSP.com
-D2L
-Email
The Information Database theme includes
any sites regarding a library or database
system.
-Library Database
-Wikepedia
-EBSCOHost
The Citation Sites theme includes sites that
have an automatic citation machine or
citation references.
-Citing
-Easybib
-Noodle Tools
The Other Academic Sites theme includes any
other forms of academic referencing sites
that aren’t included within the other themes
listed.
-answers.yahoo.com
-blackboard.com
-Wordreference.com
-Quizlet
-ratemyprofessor.com
-Wolfram alpha
-choosemyplate.com
-PubMed
-PE central
*Answers that were excluded from the data set were response that included “none” (4 excluded).