Sponsored

2014 Student and Faculty Technology Research Studies

Published:: Thursday, October 30, 2014
: Briefs, Case Studies, Papers, Reports

Author(s) and Contributors:: Author(s): Eden Dahlstrom D. Christopher Brooks Jacqueline Bichsel

Source(s) and Collection(s):: Sources(s): EDUCAUSE Research Collection(s): Faculty and Technology Studies Research Hub Students and Technology Studies Survey Instruments

ParentTopics:: Analytics Big Data BYOD BYOD Data Privacy Data Security Digital Literacy Faculty Development Help Desk Instructional Technologies IT Effectiveness IT Support Services Learning Analytics Learning Management Systems (LMS) Massive Open Online Course (MOOC) Mobile Computing Online Learning Privacy Professional Development Student Experience Student Information Systems Student Retention Student Success Student Technology Use Teaching and Learning Technology-enhanced Classrooms

This hub contains the 2014 student and faculty studies from the EDUCAUSE Technology Research in the Academic Community research series. In 2014, ECAR collaborated with 151 institutions to collect responses from 17,451 faculty respondents across 13 countries about their technology experiences. ECAR also collaborated with 213 institutions to collect responses from 75,306 undergraduate students about their technology experiences.

Study of Students and Information Technology, 2014

Authors: Eden Dahlstrom and Jacqueline Bichsel
Publication Date: October 30, 2014

Key Findings

Selected findings are below. See the report for a comprehensive list.

Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.

Study of Faculty and Information Technology, 2014

Authors: Eden Dahlstrom and D. Christopher Brooks
Publication Date: August 18, 2014

Related Research

Key Findings

Selected findings are below. See the report for a comprehensive list.

Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
Faculty interest in early-alert systems and intervention notifications is strong.
The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning.
Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses.
Faculty recognize that mobile devices have the potential to enhance learning.

EDUCAUSE Technology Research in the Academic Community

This research can catalyze conversations among IT professionals about how to better serve their constituents; among institutional leaders about how to use technology strategically; and among faculty and students about how to articulate their technology needs and expectations.

Thanks to the 2014 Student Study Sponsors

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