The Media Diet of University Students in Italy

2012 ◽  
pp. 84-93
Author(s):  
Andrea Pozzali ◽  
Paolo Ferri
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Natives ◽  
Educational Systems ◽  
Information And Communication ◽  
High Level ◽  
The University

Developments in information and communication technologies have raised the issue of the intergenerational digital divide that can take place between “digital natives” and “digital immigrants”. Despite emphatic claims concerning how educational systems must take into account the specific characteristics of “digital natives”, sound empirical research on these topics is lacking, especially for Europe. This paper presents the results of research performed during the course of 2008, studying how university students in Italy use digital technologies. The research is based on a survey of 1086 undergraduate students at the University of Milan-Bicocca, complemented by focus groups and in-depth interviews. The results of our research show that, even if university students are familiar with digital technologies, the general possession of high level skills in accessing and using the Internet should not be taken for granted.

The Media Diet of University Students in Italy

2010 ◽  
Vol 1 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Andrea Pozzali ◽  
Paolo Ferri
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Systems ◽  
Information And Communication ◽  
The Media ◽  
High Level ◽  
The University

Developments in information and communication technologies have raised the issue of the intergenerational digital divide that can take place between “digital natives” and “digital immigrants”. Despite emphatic claims concerning how educational systems must take into account the specific characteristics of “digital natives”, sound empirical research on these topics is lacking, especially for Europe. This paper presents the results of research performed during the course of 2008, studying how university students in Italy use digital technologies. The research is based on a survey of 1086 undergraduate students at the University of Milan-Bicocca, complemented by focus groups and in-depth interviews. The results of our research show that, even if university students are familiar with digital technologies, the general possession of high level skills in accessing and using the Internet should not be taken for granted.

ДОСВІД ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОСТОРІ ЄВРОПИ ПІД ЧАС ПАНДЕМІЇ COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 63-74
Author(s):  
M. V. CHURSANOVA ◽  
◽  
F. M. GAREEVA ◽  
D. V. SAVCHENKO ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Education System ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Information And Communication ◽  
Learning Platforms ◽  
Distance Learning Technologies ◽  
The University

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

scholarly journals Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra

2021 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Mukhtar Mukhtar ◽  
R. Ahmad Zaky El Islami ◽  
Damanhuri Damanhuri ◽  
Ferdinand Murni Hamundu
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Significant Difference ◽  
Information And Communication ◽  
Dynamic Mathematics ◽  
The University ◽  
Mathematics Software

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy

scholarly journals Geolocalización y realidad aumentada para un aprendizaje ubicuo en la formación inicial del profesorado

2018 ◽  
pp. 40
Author(s):  
Lourdes Villalustre Martínez ◽  
Esther Del Moral Pérez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Ubiquitous Learning ◽  
Childhood Education ◽  
Information And Communication ◽  
The Subject ◽  
High Level ◽  
The University

In the subject of Information and Communication Technologies of the Master's Degree in Early Childhood Education at the University of Oviedo (Spain), the 121 future teachers who studied it designed training itineraries augmented by geolocation, aimed at children in early childhood education, to favor the development of basic skills. Thus, after its realization an evaluation was carried out by means of 12 indicators grouped in three analysis dimensions: enhanced ubiquitous learning, expanded reality designed and level of innovation. The results obtained reveal that the dimension related to the expanded reality designed was developed to a greater extent, while the students had greater difficulties to promote innovation in their proposals. However, the university students has shown to have acquired a medium-high level both in the skill and handling of the technological resources of the augmented reality, and in the didactic potential of the interactive itineraries.

Perceptions of the first-year university students of the use of ICT in the teaching of physics: case of a course of electricity

2016 ◽  
Vol 7 (3) ◽  
pp. 1182-1194
Author(s):  
Btissam GUENNOUN ◽  
Nadia Benjelloun
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
First Year ◽  
Scientific Content ◽  
Information And Communication ◽  
The University ◽  
First Year University ◽  
The Impact ◽  
Convenient Access

Within the framework of a research aiming to evaluate the impact of the use of Information and Communication Technologies (ICT) in higher teaching of physics, we carried out a study with 122 students enrolled in first year of the science spinneret of the physical matter (SMP) at the University Sidi Mohammed Ben Abdellah, Faculty of Sciences Dhar El Mahraz – fez. This study aims in particular to identify the perceptions which these students have after learning the course of electricity integrating the ICT.The results of our investigation also show that the use of these tools in this course has provided an easy and convenient access to its scientific content and improved the learning of 48.4% of the questioned students, in addition it allowed 52.5% of the surveyed students to actively participate and to ask more questions during the course. The results of our study have also shown that the teaching of the course of electricity within the university should be accompanied by a handout and based on more developed and detailed demonstrations in the board and a judicious use of the presentations integrating filmed experiments.

scholarly journals La relación entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje en alumnado universitario de educación

2020 ◽  
Vol 38 (2) ◽  
pp. 549-566
Author(s):  
Isabel Díaz-Garcia ◽  
Gonzalo Almerich Cerveró ◽  
Jesús Suárez-Rodríguez ◽  
Natividad Orellana Alonso
Keyword(s):  
Deep Learning ◽  
University Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Approaches ◽  
Correlational Design ◽  
Information And Communication ◽  
Personal Use ◽  
The University ◽  
The Relationship

Las tecnologías de la información y de la comunicación (TIC) suponen un cambio en los modos de aprendizaje del alumnado universitario. El propósito de este estudio es conocer la relación entre los enfoques de aprendizaje (superficial y profundo), el uso de las TIC (uso personal, uso académico no escolar y uso académico en el aula) y las competencias TIC (tecnológicas, pedagógicas y éticas) en alumnado universitario de titulaciones de Educación. Se trata de un estudio basado en un diseño correlacional, cuya muestra la constituyen 485 estudiantes de las titulaciones de grado de Pedagogía y de Educación Social de la Universidad de Valencia, seleccionados mediante un muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan la existencia de un vínculo complejo entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje. Se ha de destacar la relación entre las competencias pedagógicas y las éticas, el uso académico no escolar y el enfoque profundo, así como la relación entre enfoque superficial y uso académico de las TIC en el aula. Por ello, se sugiere la necesidad de formar a los estudiantes en las competencias pedagógicas y éticas de las TIC, ya que si se hiciera se estaría fomentando el aprendizaje profundo. Information and communication technologies (ICT) represent a change in the ways of learning of university students. The purpose of this study is to know the relationship between learning approaches (superficial and deep), use of ICT (personal use, non-school academic use and academic use in the classroom) and ICT competences (technological, pedagogical and ethical) in university students of Education degrees. This is a study based on a correlational design, whose sample is made up of 485 students of the degrees of Pedagogy and Social Education at the University of Valencia, selected by non-probabilistic and accidental sampling, collecting the information through two questionnaires. The results indicate the existence of a complex link between ICT competences, use of ICT and learning approaches. The relationship between pedagogical and ethical competences, non-school academic use and an in-depth approach, and between a superficial approach and academic use of ICT in the classroom should be highlighted. Therefore, the need to train students in the pedagogical and ethical competences of ICT is stressed in order to encourage deep learning.

scholarly journals An exploratory investigation of online and offline social behaviour among digital natives

2019 ◽  
Author(s):  
Amy Broughton ◽  
Mila Daly ◽  
Nickel-Jon Marx ◽  
Michael Nieuwoudt ◽  
Daniel B. le Roux ◽  
...  
Keyword(s):  
Personality Traits ◽  
Information And Communication Technologies ◽  
Social Behaviour ◽  
Communication Technologies ◽  
Digital Natives ◽  
Interpersonal Interactions ◽  
Exploratory Investigation ◽  
Exploratory Survey ◽  
Information And Communication ◽  
High Level

In response to calls for IS researchers to investigate how digital natives are using information and communication technologies to shape their interpersonal interactions, an exploratory, survey- based study was conducted to investigate patterns of online social behaviour on two popular SNSs (Facebook and Instagram) and, on this basis, compare their online and offline social behaviour. To capture online social behaviour a novel typology involving three high-level interactions — producing, consuming, and reacting— was proposed. The investigation found that, among digital natives, Instagram is used more frequently than Facebook, with consumptive behaviour on Instagram occurring most frequently, and productive behaviour on Facebook occurring least frequently. While online social behaviour was found to positively relate to offline socialisation, personality traits were found to account for a larger proportion of the variance in offline social behaviour than online actions. The findings are of particular relevance to those seeking to understand associations between behaviour online and behaviour offline. Moreover, the typology introduced is likely to be useful in a variety of contexts.

scholarly journals Digital Technologies at the Pre-University and University Levels

2020 ◽  
Vol 12 (24) ◽  
pp. 10426 ◽  
Author(s):  
Francisca Angélica Monroy García ◽  
Fátima Llamas-Salguero ◽  
María Rosa Fernández-Sánchez ◽  
José Luis Carrión del Campo
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Academic Experience ◽  
Digital Competence ◽  
Educational Models ◽  
Gender And Age ◽  
Information And Communication ◽  
The University

The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the most challenging task facing educators nowadays. Moreover, the university must consider a student’s knowledge of digital technologies to be able to design new educational models that respond to their current needs. The aim of our research is to assess that knowledge and the use of digital technologies among college students and the relationship this has with their prior academic experience. Data collection included a validated ad-hoc questionnaire divided into 16 categories applied to 757 students of both sexes between 20 and 57 years of age. The results show that, irrespective of gender and age, those students who have used Information and Communication Technologies (ICT) in their secondary education have a better knowledge of how to use them to their advantage throughout their university learning process. In conclusion, students need to undergo a training in digital skills before entering university, so as to equip them with a higher level of digital competence.

scholarly journals Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

2020 ◽  
Vol 15 (15) ◽  
pp. 202
Author(s):  
Oscar Navarro ◽  
Francisco Javier Sanchez-Verdejo ◽  
Juana Maria Anguita ◽  
Angel Luis Gonzalez
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Style Inventory ◽  
Information And Communication ◽  
Teaching Learning ◽  
The University

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

Investigation of university students’ lifelong learning tendencies in terms of various variables

2021 ◽  
Vol 9 (1) ◽  
pp. 121-133
Author(s):  
Burak Ayçiçek ◽  
Keyword(s):  
University Students ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Personal Information ◽  
Communication Technologies ◽  
Survey Method ◽  
State University ◽  
Information And Communication ◽  
Undergraduate Programs ◽  
The University

The paper aims to investigate lifelong learning tendencies of university students in terms of different variables. For this purpose, the survey method was employed. The sample of the study consisted of 500 university students studying at various undergraduate programs at a state university in Turkey during 2018-2019 academic year. The personal information form prepared by the researchers and the “Lifelong Learning Tendency Scale” was used to collect data. Descriptive statistics such as frequencies, means, and standard deviations were computed to display students’ overall responses to the lifelong learning tendency scale items. The findings of the study showed that the lifelong learning tendency levels of students differed significantly according to variables as gender, grade, following developments in information and communication technologies, faculty and participation in activities such as conferences, panels, symposiums etc. held at the university. Results also indicated that lifelong learning tendencies of university students were at a moderate level.

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