How do university students
expect to use their own
technology for learning?
Trevor Price
&
Florica Tomos
©University of Glamorgan
The study
This paper presents the preliminary findings of a
research study
– Supported by HEFCW’s Learning and Teaching
Strategy funding
– Jan  Sept., 2012
©University of Glamorgan
Aim & objectives
How should students be supported with respect
to their use of technology whilst studying?
– Types of technologies available to students
– Capabilities students have in using technologies
for learning
– Which technologies students use to access
resources whilst studying
– How current provision meets the needs of our
learners
Theoretical background
• Prensky mentioned about the gap between
‘digital natives’ and ‘digital immigrants’
(in Ivanova and Ivanova, 2009; Prensky, 2010).
• Teachers need to develop awareness of their
audience and adapt teaching to suit the
learning styles, meeting students’ needs
(Salmon, 2000)
Technology . . .
• Meets students’ needs enhancing learning
–
–
–
–
being more flexible
convenient
controllable
eliminating barriers to learning and
communication
Hart et al. (1999); Oliver and Goerke (2008); Sheng et al. (2010); Khumbula
and Kyobe (2011)
Methodology
• Questionnaire
– March, 2012
– 161 respondents
• under- and post-grad
• from mixed faculties: Humanities, Business and Society,
Arts & Media, Sports & Health and Science
• Focus group
Methodology
Students asked about
– types of mobile devices they used
– how often they upgrade the devices
– if and how they use mobile devices at university
for learning
– which device is most often used
– if the use of their technologies enhanced learning
Preliminary Results
Students
Own a mobile
device
Do not own
Total
Number
%
Number
%
Number
Total
Mobile
Phones
152
94
9
6
161
100
Laptops
109
68
52
32
161
100
Preliminary Results
Blackberry,
Android,
iPhones
Mobile
Phones
Students who own mobile phones
Nokia,
Others
Samsung, Sony
Total
Number
%
Number
%
Number
%
Number
%
98
64
33
22
21
14
152
100
Prelim Results
%age using devices at Uni
No
22%
Yes
78%
35
30
Device used for . . .
% respondents
25
20
15
10
5
0
Audio books, e- Watching video, Games, music,
books, camera entertainment
shopping
Blackboard
Facebook,
Communication,
Studying,
(group
leisure, internet
calling and
completing
discussion,
texting friends assignments,
Glamlife), Check
communication
timetable
with lecturers
Device
Preliminary Results
• 64% upgrade their technology every 2 yrs
• mobile phone - most used (94%) device
– 2nd : laptop (22% each)
• 71% used mobile devices for learning
– online lectures, dictionary, internet research and
completing assignments
Preliminary Results
• 80% want to use their mobile technologies more
– convenient, accessible, quick and flexible
• 58% students were expected to use their mobile
devices to
– access learning materials, e-mails, library resources
and communicate with lecturers/peers
• 75% believe that mobile technology is enhancing
their learning
% respondents
Results: expectations of use
40
35
30
25
20
15
10
5
0
Usage
Conclusions
• Support students
– training in mobile technology use, apps, access
and updates
• Expand student knowledge on
–
–
–
–
Security
Safety
Wellbeing
Ethics
Conclusions
• Improve staff knowledge about mobile
technologies and the positive impact upon
curriculum design
• Increase the number, and loan period, of
mobile devices that can be borrowed from the
university
• Encourage the better use of students’ own
devices, releasing centralised support
References
Hart, G., Ryan, Y. and Bagdon, K. 1999. Supporting organisational change: fostering a more flexible approach to
course delivery. In: Squires, D., Conole, G. and Jacobs, G. eds. The Changing Face of Learning Technology.
Cardiff: University of Wales Press. pp. 86-94.
Ivanova, A. and Ivanova, G. 2009. Net-Generation Learning Style – a Challenge for Higher Education.
International Conference on Computer Systems and Technologies. Comp SysTech’ 09. ACM. [Online].
Available at: http://scholar.Google.co.uk [Accessed: 02 February 2012].
Kumbula, C. and Kyobe, M. 2011. Investigating the Extent to which Students Share Tacit Knowledge Using
Mobile Phones in Group Projects. SAICSIT’11. 3-5 October 2011. Cape Town. South Africa.
MacDonald, J. (2006). Blended Learning and Online Tutoring. A Good Practice Guide. Hampshire: Gower
Publishing Limited.
Oliver, B. and Goerke, V. 2008. Undergraduate students’ adoption of handheld devices and Web 2.0
applications to supplement formal learning experiences: Case studies in Australia, Ethiopia and Malaysia.
International Journal of Education and Development using Information and Communication Technology
(UEDICT). Vol. 4, No.3, Pp. 78-87.
Prensky, M. 2010. Teaching Digital Natives. California: CORWIN. A Sage Company.
Salmon, G. 2000. E-Moderating. The key to teaching and learning online .London: Kogan Page Limited.
Sheng, H., Siau, K. and Fui-Hoon Nah, F. 2010. Understanding the Values of Mobile Technology in Education: A
Valued-Focused Thinking Approach. The DATA BASE for Advances in Information Systems. Vol.41, No.2, pp.
25-44