Answering the Value Question: Does Technology Impact Student Success Copyright 2008 – Brian K. Baker, All Rights Reserved This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

EDUCAUSE 2008 Orlando, Florida – October 29, 2008 ANSWERING THE VALUE QUESTION: Does Technology Impact Student Success? Timothy Murphy and Brian Baker Montgomery College, Maryland

But what evidence do we have? Of course it does. . . But what evidence do we have?

Why Is It Important? Significant Investments Rising Cost of Education Accountability Effectiveness Strategic Alignment - Strategic Planning Changing Competitive World New Students, New Skills, New Strategies

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Why Is It Important? Our Students Our Stakeholders Our Institutions

Background of the Study: CIO’s were concerned about the perceived value of all of IT services. To provide evidence, the study examined the technology from the students perspective. 16 community colleges in Maryland We used the technology to measure technology.

The Research: This study investigated: Student Technology Skill levels Student Usage patterns Student Preferences for technology The Value of IT from the Student’s Perspective

Partial Replication: Kvavik & Caruso (2004, 2005) EDUCAUSE ECAR Study: Convenience Connection Control Learning

Who Are Our Students? 10

The Net Generation: Identify with their parents and their parents values. Believe it’s cool to be smart. Are racially and ethnically diverse. Focus on grades and individual performance. By the time they reach 21: They have spent 5,000 hours reading; 10,000 hours playing video games; 10,000 hours on the cell phone; and 20,000 watching television (Prensky, 2001).

Students & Technology: Students are connected: 20 percent began using the Internet between the ages of 5 and 8 86 percent are online 72 percent check their e-mail at a minimum of once a day 85 percent own their own computer Spend many hours daily using technology

Answering the Value Question?

The Importance of College Provided Access to Technology

Use of IT Helps Me Better Understand Complex or Abstract Concepts

Use of IT Helps Me Better Communicate with My Instructors

Use of IT Helps Me Better Communicate with My Classmates

Use of IT Gives Me Prompt Feedback From Instructors

Use of IT Allows Me Greater Control Over Course Activities

Your Experience With Your Learning Management System

How Valuable Do You Find LMS Features?: Syllabus: 25% Very Valuable, 51% Valuable Discussion Board: 17% Very Valuable, 41% Valuable Access to Exams/Quizzes: 32% Very Valuable, 43% Valuable Turning In Assignments Online: 32% Very Valuable, 40% Valuable Accessing Grades Online 46% Very Valuable, 39% Valuable

Technology Improved My Learning:

Conceptual Framework: Age Gender Academic Standing Course of Study Urbanicity Technology Skill Levels Technology Usage Patterns Preferences Independent Variables Dependent Variables

Study Descriptive Statistics: Age: mean of 23.5 Gender: 63% female and 37% male Part-time/Full-time: 53% FT & 47% PT Academic Standing: High GPAs 25% - 3.0-3.5 40% - 3.5-40 Course of Study: 7% Engineering, 25% Life Sciences, 30% Undecided

General Findings: Skills: Usage Patterns: Preferences: Male respondents reported higher skill levels Usage Patterns: Almost equal, some gender differences* Preferences: Almost equal – all prefer moderate amount of technology in their courses

Cell Phone Usage - Gender

General Findings: Skills: Usage Patterns: Preferences: Male respondents reported higher skill levels Usage Patterns: Almost equal, some gender differences* Preferences: Almost equal – all prefer moderate amount of technology in their courses

Instant Messages - Gender

Use of the Internet:

Answering the Value Question: Does Technology Impact Student Success?

The Net Generation: They are users; they are skilled; and they have distinct preferences. Convenience: They value the technology colleges provide Connection: They use asynchronous/synchronous tools to connect and exchange information Control and Learning: They use technology to support their learning

Statistical Conclusions: Age: Younger students are coming 60% below the age of 26: 1/3 under 21 Negatively Correlated Gender: Males = Significantly Higher Skill Level Males = Significantly Higher Usage Patterns Preferences = None Academic Standing: Skills = None Use & Preferences = Significant Higher the Use & Preference = Higher GPA

Statistical Conclusions: Age: Younger students are coming 60% below the age of 26: 1/3 under 21 Negatively Correlated Gender: Males = Significantly Higher Skill Level Males = Significantly Higher Usage Patterns Preferences = None Academic Standing: Skills = None Use & Preferences = Significant Higher the Use & Preference = Higher GPA

Statistical Conclusions: Course of Study: Skills & Use = Significant Skills: Engineering the most powerful variable Preferences = None Urbanicity: Skills = Significant Suburban and rural higher than urban Use & Preferences = None

Findings: Pearson r Correlation (two-tailed) Academic Standing and Use Age and Use Negative Correlation Academic Standing and Use Positively Correlated Academic Standing and Preference

Considerations: Younger more skilled students are coming . . . We Can Expect Increased Use & increased preferences Digital convergence = increased opportunities Changing Demographic: Skills, Use, Learning Styles, Delivery

Considerations: Expectations – Commercial world/education, increased use of digital technologies Wireless, Broadband, Rich Media, Converged Devices Global Competitiveness/For-Profit Competition Gender Similarities & Differences

Recommendations: Examine age and gender differences How technology is used, not just how often Increased use equals impacts IT operations = planning Gaming Technologies What mechanics can transfer to new learning tools Capacity and Open Access New methods for instructional delivery New methods of engagement Increase the Appropriate Use of Technology = Academic Success Incorporate digital technologies, student projects, exploit Net Generation characteristics to the learner’s advantage

Recommendations: New Students, New Skills, New Strategies Use Data to Focus the IT Mission Environmental Scans Needs Assessments Data Collection and Analysis New Research Technology Skills Development, Gender Differences User Patterns and Preferences Goal: Improved Outcomes

Recommendations: Convenience Connection Control Learning Customization Technology by Design (Academic Plan) Focused on the Needs, Skills, and Expectations Student, Workplace, Institution

What can you do with this information? Can you use the theoretical to achieve real world goals ? 42

The Princess Bride - The Dread Pirate Roberts 43

Get Used To Disappointment 44

These kinds of scholarly studies must be part of your strategic planning They should match your population and specific need Your IT goals must support your College/University goals Technology by Design (Academic Plan) 45

For Example: Learning Management System Tons of reasons not to go to this system Cost, competing initiatives Training for faculty Ongoing support costs Blah..Blah..Blah…….. 46

The research is there for the use of these tools for student success Students respond well to their use in coursework Studies like these answer the value question and provide a competitive edge Success breeds success 47

Questions & Comments 48

Thank You.