Digital Learners in Higher Education: Generation is Not the Issue
Mark Bullen, British Columbia Institute of Technology ; Tannis Morgan, Justice Institute of British Columbia ; Adnan Qayyum, University of Ottawa
CJLT Volume 37, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
Bullen, M., Morgan, T., Qayyum, A. & Qayyum, A. (2011). Digital Learners in Higher Education: Generation is Not the Issue. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 37(1),. Canadian Network for Innovation in Education.
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The Digital Native Debate in Higher Education: A Comparative Analysis of Recent Literature / Le dbat sur les natifs du numrique dans l'enseignement suprieur: une analyse comparative de la littrature rcente
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Nov 12, 2012)
Darren Gray & Katarina Rimarcikova, London College of Fashion, University of the Arts London, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 686–691
Marc Romero, Montse Guitert & Albert Sangr, Universitat Oberta de Catalunya (UOC); Mark Bullen, Commonwealth of Learning
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 158–181
Terry Anderson, Lorne Upton, Jon Dron & Judi Malone, Athabasca University; Bruno Poelhuber, Universit de Montral
Open Praxis Vol. 7, No. 1 (Feb 13, 2015) pp. 7–23
Eliana Gallardo Echenique & Luis Marqus Molas, Rovira i Virgili University; Mark Bullen, Commonwealth of Learning
RUSC. Universities and Knowledge Society Journal Vol. 12, No. 1 (Jan 02, 2015) pp. 25–37
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