University of Arkansas Information Technology Services 2013 ECAR Results University of Arkansas Information Technology Services

ECAR Study of Undergraduate Students and Information Technology ECAR has surveyed undergraduate students annually since 2004 about technology in higher education. In 2013, ECAR collaborated with more than 250 higher education institutions to collect responses from more than 112,000 undergraduate students about their technology experiences and expectations. The findings are distilled into four broad themes to help educators and higher education institutions better understand how students experience technology on their respective campuses and the ways in which new, better, or more technology can impact students’ relationship with information technology. The University of Arkansas has participated in the ECAR since 2010. In 2013 we sent the survey to 5000 students with 11.9% (595) of those students responding. Statistical methods and comprehensive reports and resources are available at the end of the report.

ECAR 2013 Key Findings Students recognize the value of technology but still need guidance when it comes to better using it for academics. Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so. Students value their privacy, and using technology to connect with them has its limits.

ECAR Recommends Students expect their instructors—not others—to train them to effectively use the technology required for coursework (e.g., use of the CMS, hardware, and software—including specialty software and common productivity software). Instructors need support, encouragement, and possibly incentives to do so. Create (or update) a strategy for incorporating mobile device use into the classroom. Address the IT infrastructure barriers (such as a lack of convenient charging outlets and/or charging stations and insufficient network access) that keep students from using their devices effectively while on campus. Approach learner analytics purposefully and thoughtfully by adhering to information privacy principles. Collect data for a stated and transparent purpose in order to build students’ confidence in learner analytics activities.

ECAR Recommends Continue efforts to improve students’ “end user” experiences with institutionally provided technology resources such as the CMS and institutional websites; these student-facing services are used by nearly all students and are an opportunity for an institution to make a strong positive impression about the priority it places on technology Work proactively with academic leaders in seeking opportunities to provide students with opportunities to experience institutionally supported resources such as freely available course content, e-books, simulations and educational games, and e-portfolios Consider the options at your university for meeting students’ expectations for uniform experiences with the CMS from course to course and from professor to professor

*Statistical method notes at end of report.

University of Arkansas ECAR Demographics 2013

University of Arkansas ECAR Demographics 2013

Student Laptop Ownership and Use 2013

Student Tablet Ownership and Use 2013

Student Desktop Ownership and Use 2013

Student Smartphone Ownership and Use 2013

Student e-Reader Ownership and Use 2013

Student Mobile Support Experience 2013

Student Mobile Support Experience 2013

Instructors and Technology Experience 2013

Students and Technology Training 2013 86% of students feel it’s important to be better skilled at using technologies

Instructors’ Use of Technology 2013

Importance of Technology Resources 2013

Extent of Use of Technology Resources 2013

Student Opinions of More/Less Use of Technology Resources 2013

Student Technology Attitudes 2013

Student Technology Attitudes 2013

Student Technology Attitudes 2013

Student Technology Attitudes 2013

What types of new, better, or “cutting-edge” technologies would benefit your university experience?

What one thing can your INSTRUCTORS do with technology to better facilitate your academic success?

What one thing can your INSTITUTION do with technology to better facilitate your academic success?

ECAR Statistical Methods and Resources The quantitative findings in the comprehensive ECAR report were developed using a representative sample of students from 220 U.S.-based higher education college and university sites. A stratified random sample of approximately 10,000 ( from the 112,585 overall respondents) respondents was drawn from the overall response pool to proportionately match a profile of current U.S. undergraduates.   Due to a smaller sample size, this report for the University of Arkansas and other DR institutions was not evaluated with stratified sampling. As a result, the relationship between the comprehensive report results and our specific results is not analogous. Resources ECAR 2013 Comprehensive Report ECAR 2013 Survey Instrument ECAR 2013 Results Webinar