1. Answering the Value Question: Does Technology Impact Student Success
Copyright 2008 – Brian K. Baker, All Rights Reserved
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2. EDUCAUSE 2008 Orlando, Florida – October 29, 2008
ANSWERING THE VALUE QUESTION:
Does Technology Impact Student Success?
Timothy Murphy and Brian Baker
Montgomery College, Maryland

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

4. 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

5. 5

6. Why Is It Important?
Our Students
Our Stakeholders
Our Institutions

7. 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.

8. 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

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

10. Who
Are
Our
Students? 10

11. 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).

13. 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 at a minimum of once a day
85 percent own their own computer
Spend many hours daily using technology

14. Answering the Value Question?

15. The Importance of College Provided Access to Technology

16. Use of IT Helps Me Better Understand Complex or Abstract Concepts

17. Use of IT Helps Me Better Communicate with My Instructors

18. Use of IT Helps Me Better Communicate with My Classmates

19. Use of IT Gives Me Prompt Feedback From Instructors

20. Use of IT Allows Me Greater Control Over Course Activities

21. Your Experience With Your Learning Management System

22. 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

23. Technology Improved My Learning:

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

25. 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%
40%
Course of Study:
7% Engineering, 25% Life Sciences, 30% Undecided

26. 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

27. Cell Phone Usage - Gender

28. 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

29. Instant Messages - Gender

30. Use of the Internet:

31. Answering the Value Question:
Does Technology Impact Student Success?

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

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

39. 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

40. 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

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

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

43. The Princess Bride - The Dread Pirate Roberts43

44. Get Used To Disappointment44

45. 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

46. 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

47. 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

48. Questions & Comments 48

49. Thank You.