scholarly journals The Digital Native Debate in Higher Education: A Comparative Analysis of Recent Literature / Le débat sur les natifs du numérique dans l'enseignement supérieur: une analyse comparative de la littérature récente

2012 ◽  
Vol 38 (3) ◽  
Author(s):  
Erika Smith
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Emerging Technologies ◽  
Recent Literature ◽  
Digital Natives ◽  
Critical Discussion ◽  
Net Generation ◽  
Nouvelles Technologies ◽  
Contemporary Research ◽  
The Impact

More than a decade after Prensky’s influential articulation of digital natives and immigrants, great disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today’s undergraduate learners as tech-savvy “digital natives” (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in education technology research and practice. Popular yet largely unsubstantiated conceptions of digital natives are often embedded within the assumptions of contemporary research on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes emerging from contemporary research on the Net generation as digital natives. Plus d'une décennie après la célèbre distinction de Prensky entre les natifs et les immigrants du monde numérique, un désaccord important existe à propos de ces caractérisations des élèves et de leur impact dans l'enseignement supérieur. Le discours dominant dans la recherche et la pratique des technologies de l’éducation perpétue une représentation des étudiants d’aujourd’hui comme étant des «natifs du numérique» hautement qualifiés (Prensky, 2001a), désirant et requérant à la fois les dernières technologies dans toutes les situations d'apprentissage. Ces conceptions populaires mais controversées continuent à être au coeur de plusieurs hypothèses de la recherche contemporaine sur les perceptions des élèves à l’égard des nouvelles technologies, et ce, au mépris d’un nombre croissant de preuves contraires. Afin de promouvoir la discussion critique dans la communauté de l'enseignement supérieur, laquelle s’est engagée dans une réflexion sur les orientations possibles pour des recherches plus poussées sur ces questions, en particulier dans le contexte canadien, cette revue de la littérature récente a pour but d'analyser les principaux thèmes et problèmes issus de la recherche contemporaine sur la génération de l’Internet ou des natifs du monde numérique.

scholarly journals Student Perceptions of the Impact of Bursaries and Institutional Aid on their Higher Education Choices and the Implications for the National Scholarship Programme in England

2013 ◽  
Vol 42 (2) ◽  
pp. 281-308 ◽  
Author(s):  
CLAIRE CALLENDER ◽  
DAVID WILKINSON
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Perceived Barriers ◽  
Tuition Fees ◽  
Institutional Aid ◽  
Education Decisions ◽  
Government Reforms ◽  
Student Funding ◽  
The Impact ◽  
To Receive

AbstractVariable tuition fees and bursaries, funded by higher education institutions, were introduced in England to promote student choice and provider competition, while bursaries would off-set higher fees and safeguard access. Both have been central to government reforms of undergraduate student funding since 2004. This article assesses student perceptions of the impact of bursaries on their higher education decisions and choices, and considers the implications for the 2012/13 National Scholarship Programme. It concludes that most students do not think their choices are affected by bursaries, although those who are cost-conscious, expect to receive higher bursaries, especially of £1,000 or more, and attend Russell Group universities are more likely to think bursaries are influential and important. The reconfiguration of institutional aid from 2012/13 may overcome some perceived barriers to the effectiveness of financial support, but is likely to exacerbate others, and create new impediments and inequalities.

scholarly journals First year students' experiences with technology: Are they really digital natives?

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
Gregor E. Kennedy ◽  
Terry S. Judd ◽  
Anna Churchward ◽  
Kathleen Gray ◽  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
University Students ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Digital Natives ◽  
First Year ◽  
First Year Students

<span>This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education.</span>

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

Undocumented Students in Higher Education: A Review of the Literature, 2001 to 2016

2018 ◽  
Vol 88 (5) ◽  
pp. 631-670 ◽  
Author(s):  
Peter Bjorklund
Keyword(s):  
Higher Education ◽  
Legal Status ◽  
Recent Literature ◽  
Undocumented Students ◽  
College Campuses ◽  
Federal Programs ◽  
Financial Barriers ◽  
Geographic Context ◽  
Postsecondary Success ◽  
The Impact

This article presents a critical review of the recent literature on undocumented students in higher education, placing it in the context of recent anti-immigrant sentiment and policy revisions. The 81 reviewed studies reveal that undocumented students confront significant financial barriers, shoulder unique psychological and social burdens tied to their legal status, and lack access to forms of social capital that facilitate postsecondary success. At the same time, they bring a host of assets to college campuses—including civic engagement and resilience—that are underutilized. Although their experiences are dependent on ethnoracial group and geographic context, these differences have not been sufficiently studied. Likewise, researchers have not adequately explored the impact of institutional, state, and federal programs designed to help undocumented students. In sum, the recent literature sheds some light on the experiences of undocumented postsecondary students, but further research should yield a more nuanced picture and better address their needs.

Student perceptions of the employability of the first degree in Portugal

2016 ◽  
Vol 58 (9) ◽  
pp. 966-983 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Bologna Process ◽  
Public And Private ◽  
Policy Makers ◽  
Content Type ◽  
And Gender ◽  
The Bologna Process ◽  
The Impact

Purpose The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process. Design/methodology/approach In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics. Findings The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree. Research limitations/implications The size and distribution of the sample pose limitations for the generalisation of results to the student population. Practical implications The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal. Originality/value Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students.

scholarly journals Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography

10.28945/4871 ◽  
2021 ◽  
Vol 16 ◽  
pp. 633-656
Author(s):  
Aireen Grace Andal ◽  
Shuang Wu
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Recent Literature ◽  
Ethical Dilemmas ◽  
Academic Community ◽  
Future Research ◽  
Doctoral Studies ◽  
Anxiety Levels ◽  
The Impact

Aim/Purpose: This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background: The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enrolled in New Zealand) at the proposal stage. Methodology: Through collaborative autoethnography and joint-reflection, we analyze our experiences as doctoral students focusing on methodological adjustments, ethical dilemmas, adaptation strategies and supervisor-supervisee relationships. Conducting a collaborative autoethnography provides a richer analysis of the interplay between perspectives, compared to a traditional autoethnography. Collaborative autoethnography also provides conditions for a collective exploration of subjectivities of doctoral students through an iterative process. After providing separate individual accounts, we discussed our experiences, analyzed them, and engaged in a joint-reflection from our consensual interpretations. Contribution: Our work aims to contribute to existing discussions on how COVID-19 impacted on doctoral students’ coping strategies during the pandemic. The paper encourages doctoral students to further discuss how they navigate their doctoral experiences through autoethnography and joint-reflections. Findings: Three main themes transpired in our analysis. First, we encountered roadblocks such as interruptions, frustrations and resistance to adapt our doctoral studies in the pandemic context, which align with the recent literature regarding education during the coronavirus pandemic. Second, we faced a diversity of burdens and privileges in the pandemic, which provided us with both pleasant (opportunity to create change) and unpleasant (unknown threats) situations, thereby enabling us to construct and reconstruct our stories through reflection. Third, we experienced a shared unfamiliarity of doing doctoral studies during the pandemic, to which the role of the academic community including our supervisors and doctoral colleagues contributed to how we managed our circumstances. Recommendations for Practitioners: We speak to our fellow doctoral students to dare navigate their doctoral experiences through collaborative reflections. In practice, by reflecting on our experience, we recommend that new doctoral students remain flexible and mindful of their doctoral journeys and recognize their agency to deal with the unexpected. We thus encourage the view of doctoral studies as a process rather than outcome-oriented, as we gain experience from processes. Recommendation for Researchers: We recommend using both collaborative autoethnography and joint-reflection as an instructive tool for qualitative research. Such engagements offer important discussions towards further communications and exchange of ideas among doctoral students from various backgrounds. Impact on Society: More broadly, this work is an invitation to reflect and provoke further thoughts to articulate reflections on the impact and various ways of thinking that the pandemic might bring to the fore. Future Research: Doctoral students are welcome to contribute to a collectivity of narratives that thicken the data and analyses of their pandemic experiences in higher education to reinforce the role of doctoral researchers as agents of history in the trying times of a pandemic.

scholarly journals Digital Scholarship Considered: How New Technologies Could Transform Academic Work

in education ◽  
2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Nick Pearce ◽  
Martin Weller ◽  
Eileen Scanlon ◽  
Sam Kinsley
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Digital Technology ◽  
New Technologies ◽  
Net Generation ◽  
Technology In Education ◽  
Economic Factors ◽  
Web Based ◽  
Digital Scholarship ◽  
The Impact

New digital and web-based technologies are spurring rapid and radical changes across all media industries. These newer models take advantage of the infinite reproducibility of digital media at zero marginal cost. There is an argument to be made that the sort of changes we have seen in other industries will be forced upon higher education, either as the result of external economic factors (the need to be more efficient, responsive, etc.) or by a need to stay relevant to the so-called "net generation" of students (Prensky, 2001; Oblinger & Oblinger, 2005; Tapscott & Williams, 2010).This article discusses the impact of digital technologies on each of Boyer’s dimensions of scholarship: discovery, integration,  application and teaching. In each case the use of new technologies brings with it the possibility of new, more open ways of working,although this is not inevitable. The implications of the adoption of new technologies on scholarship are then discussed.Keywords: internet; digital technology; technology in education; social media;  higher education; Web 2.0

Impact of Materials Science and Engineering Clubs on Student’s perceptions and aspirations towards STEM

MRS Advances ◽  
2018 ◽  
Vol 4 (19) ◽  
pp. 1087-1100
Author(s):  
C. Pomales-García ◽  
Z.A. Reyes-Rivera ◽  
J. Mercado-Colón ◽  
A.M. Padovani ◽  
O.M. Suarez ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Materials Science ◽  
Educational Aspirations ◽  
School Level ◽  
Science And Engineering ◽  
Post Test ◽  
Materials Science And Engineering ◽  
The Impact ◽  
Academic Year

AbstractThis research evidences the impact of Materials Science and Engineering Clubs as an outreach effort to expand the education and training required for a competitive Nanotechnology workforce beyond traditional STEM areas. An engineering perception questionnaire was implemented as a pre-test/post-test to track student perceptions and goals throughout the academic year to identify trends amongst gender and school level groups. Findings (107 students) show a perceived increase in student knowledge and interest for different fields of study, based on pre/post-test responses, with differences amongst gender and school level groups (middle school and high school). Also, significant differences in students’ aspirations for higher education degree were found among school level and gender. Results show that over 20% of participants increased their aspirations to higher education degrees and their interests in pursuing STEM degrees at end of the academic year. Specific findings on engineering perceptions and perceived level of knowledge and interest in science, engineering, materials, and nanotechnology as a result of club participation and student’s educational aspirations, expectations and future study plans are discussed along with implications for future STEM education.

The proof is in the process

2020 ◽  
Vol 48 (1) ◽  
pp. 33-47
Author(s):  
Amanda B. Albert ◽  
Jamie L. Emery ◽  
Rebecca C. Hyde
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Recent Literature ◽  
Lesson Plan ◽  
Academic Research ◽  
Trust In Government ◽  
Government Information ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to apply the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process to encourage student confidence in government information. This approach will also help librarians address the continued erosion of trust in government exacerbated by campaigns of mis- and disinformation waged by the 45th President. Design/methodology/approach The authors examined recent literature on the public’s increased distrust of government under the 45th President, the impact of extreme skepticism on students, and the role instruction and government information librarians can play in addressing these issues. The authors used the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process as a guide for teaching students about the complexities of government information creation processes and addressing student apprehension about utilizing government information in their academic research. Findings Research indicates that in the midst of a decline in public trust in government, librarians are fighting an uphill battle to encourage wary students to use government information for academic research. Librarians can combat this via targeted Framework-aligned instruction. An example of how the frame Information Creation as a Process can be applied to government information is presented. Practical implications For easy implementation of the ideas presented in this paper, learning outcomes and a sample lesson plan are provided. Originality/value This paper contributes to the library literature on government information literacy and instruction as well as the Framework. It is the only paper that addresses the application of the frame Information Creation as a Process to government information.

Intercultural Competence Development Through Co-Curricular and Extracurricular At-Home Programs in Japan

2021 ◽  
pp. 102831532110701
Author(s):  
Dr. Ana Sofia Hofmeyr
Keyword(s):  
Higher Education ◽  
International Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Rapid Development ◽  
Competence Development ◽  
Studying Abroad ◽  
The Impact ◽  
At Home

The rapid development of international education has occurred alongside a growing demand for higher education institutions to educate globally competent graduates. Yet, mobility remains a distant opportunity for most students, and Japanese undergraduate students often cite financial, safety, and job-hunting concerns as obstacles to studying abroad. Internationalisation-at-home has emerged as a viable alternative to mobility in Japan through government-funded internationalisation programs. This article will discuss the impact of co-curricular and extracurricular programs on the development of intercultural competence among 164 first-year Japanese students at two Top Global universities in Japan. Results from a one-year longitudinal, mixed methods study reveal that while formal programs positively affect intercultural competence development, informal intercultural contact on campus negatively affects students’ intercultural attitudes. Findings also indicate that student perceptions of intercultural competence at the pre-intervention stage affect engagement with intercultural opportunities on campus, suggesting the importance of introducing interventions prior to higher education.

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