Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Qian Liu , Tehmina Gladman , Christina Grove , Sally Eberhard , Susan Geertshuis , Anthony Ali , Phil Blyth , Rebecca Grainger
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引用次数: 2

Abstract

Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.

捕捉无形:新西兰三所大学本科生学习中的非机构技术
对互联网学习的研究往往侧重于机构或工作人员实施的技术。事实上,学生学习的技术超出了机构提供的范围。这种错位有可能使大学的在线技术方法与学生学习部分相关。为了理解学生的经历,我们遵循解释学现象学,采访了来自新西兰三所大学的22名学生。内容和主题分析表明,学生使用非机构技术来增加机构课程。他们经历了信息过载的机构技术,以及使他们能够方便地处理信息并控制自己学习的非机构技术。我们还发现了高成就学生和低成就学生在技术使用方面的差异,这些差异与动机、技术意识和元认知有关。我们的研究强调了非机构技术在学习中的作用,这对未来的研究、机构技术的设计和实施以及学生利用技术学习的准备工作都有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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