1. ECAR Student Technology Study

2. Report Authors Eden Dahlstrom, @DataDeeva EDUCAUSE Director of Research Charles Dziuban, University of Central Florida Director, Research Initiative for Teaching Effectiveness J.D. Walker University of Minnesota Research Associate Glenda Morgan, @morganmundum University of Illinois at Urbana-Champaign Director of Academic Tech Services & eLearning Strategist

4. What Is the “Student Study?”  ECAR  Conceptualizes  Operationalizes  Invites  Facilitates  Returns  Analyzes  Reports  Institutions  Volunteer  Implement  Remind  Utilize An annual ECAR study of undergraduate students’ experiences with and expectations about technology

5. Methodology  251 institutions; 113,035 undergraduate responses  Voluntary survey, opportunistic sample  $50 and $100 survey incentives (~1 in 2,000 chance of “winning”)  Sample of ~10,000 U.S.-based respondents  Stratified, random sample to proportionally match undergraduate demographics per IPEDS  1% margin of error  All non-U.S.-based responses included in report where noted

6. Methodology: Response Counts *Data from one institution were excluded from the final analysis, yielding 112,585 valid responses for the full 2013 data set

7. Student Study Project Overview

8. Resource Hub www.educause.edu/student-study www.educause.edu/student-study

9. Research Products

10. Study Evolution 2007 2008 2013 2009 2012 2010 2011

11. Study Evolution 2007200920112013 TechnologyStudents Technology CoursesTechnology Courses StudentsInstitutionsInformationStudents InstitutionsHandheldCollegeLearning InternetInstructorsInstitutions

12. Study Evolution for 2014 = + { student voices } { better institutional perspective } { faculty voices }

13. Why Is This Work Important? ECAR uniquely captures the student voice (and will capture the faculty voice) about technology experiences and expectations. …the “So What” The “What”… &

14. Key Findings

15. 2013 THEMES

16. Technology Value and Use

17. Students value the ways in which technology helps them achieve their academic goals and prepares them for their future academic and workplace activities.

18. Technology Value and Use Basic technology resources, such as the institution's website and the CMS, are the most pervasive and most valued.

19. Technology Value and Use Freely available course content/open educational resources, e-books, simulations and education games, and e-portfolios are still in the experimental stages for students.

20. Technology Value and Use Students’ relationship with technology is complex. They recognize its value but still need guidance when it comes to using it for academics. …the “So What” The “What”… &

21. Learning Environments

22. Although not fully mainstream… …blended learning persists as the preferred modality.

23. Learning Environments More students are taking online- only courses… …however, few undergraduates have taken a MOOC.

24. Learning Environments Students prefer blended learning environments while beginning to experiment with MOOCs. …the “So What” The “What”… &

25. Mobile Device Ownership and Use

26. Undergraduates own two to three Internet-capable devices, and ownership of smartphones and tablets in particular jumped the most from 2012 to 2013.

27. Mobile Device Ownership and Use Product market share remains diverse for undergraduates.

28. Mobile Device Ownership and Use Ten challenges for using smartphones as learning tools. 1)34% slow network 2)34% inadequate battery 3)32% device usability issues 4)31% cost of data service 5)29% limited network access 6)25% cost of device 7)20% lack of apps 8)18% cost of apps 9)12% security/privacy concern 10)4% health concern STUDENTS’ IN-CLASS BYOD EXPERIENCE

29. Mobile Device Ownership and Use Mobile device access to institutionally provided services, applications, and websites is up, though performance ratings are waning a bit compared with 2012.

30. Mobile Device Ownership and Use 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. …the “So What” The “What”… &

31. Connectivity and Engagement

32. Technology makes the connected age possible, but using technology to help students feel more engaged in their classes (or campus life) and connected with others can be challenging.

33. Connectivity and Engagement Students prefer to keep their social and academic lives separate, and they maintain those boundaries in their use of technology.

34. Connectivity and Engagement Students are only moderately interested in early-alert learner analytics and guidance about course offerings. e.g., Netflix or Amazon.com “you may also like” or “we recommend” e.g., tutoring, skills-building opportunities, etc.

35. Connectivity and Engagement Students value their privacy, and using technology to connect with them has its limits. …the “So What” The “What”… &

36. Q&A

37. Learn More Participation Website: http://www.educause.edu/student-study E-Mail: study@educause.edu Twitter updates from Eden: @DataDeeva E-Live at 10 AM Pacific Time 11/12 http://www.educause.edu/conferences- events/online-events/educause-live- webinars

39. Thank You, Participants! (p. 1 of 4)

40. Thank You, Participants! (p. 2 of 4)

41. Thank You, Participants! (p. 3 of 4)

42. Thank You, Participants! (p. 4 of 4)