What’s used and what’s useful? Exploring digital technology use(s) among taught postgraduate students

This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate stud...

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Bibliographic Details
Published inActive learning in higher education Vol. 17; no. 3; pp. 235 - 247
Main Authors Henderson, Michael, Finger, Glenn, Selwyn, Neil
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.11.2016
Subjects
Australia
Comparative Analysis
Data Analysis
Educational Benefits
Educational Technology
Electronic Publishing
Encyclopedias
Foreign Countries
Graduate Students
Integrated Learning Systems
Library Materials
Open Source Technology
Social Media
Student Surveys
Technology Uses in Education
Universities
Use Studies
Users (Information)
Australia
usefulness
students
Internet
technology-enabled learning
university
digital technology
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Summary:This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate students across two universities in Australia. Analysis of these data contrasts the varied use(fulness) of ‘official’ university technologies such as learning management systems and library resources against ‘unofficial’ technologies such as Wikipedia, Twitter, Facebook and free/open education resources. In particular, the data highlight notable differences between students by subject area, domicile, mode of study and academic performance. The data also highlight the perceived benefits of this technology use – with students primarily finding digital technology useful in terms of supporting the logistics of university study rather than matters of learning per se. The article concludes by considering what is missing from these current forms of technological engagement, particularly in comparison with wider discourses about the educational potential of recent digital technologies.
ISSN:1469-7874
1741-2625
DOI:10.1177/1469787416654798