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Tech Survey

For AHE 591 Tech in Higher Ed.
by

Austin Ryland

on 27 July 2011

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Transcript of Tech Survey

http://blogs.ajc.com/mike-luckovich/2010/05/27/mike-luckovich-may-28-cartoon/ Ethical considerations for the future of surveys and privacy.

Given higher education can be viewed as transforming into a student consumer market (evidenced by faculty research initiatives), comparisons between the privacy/confidentiality of surveys must be considered in comparison with data mining by the consumer marketplace: Who does a better job of data mining for 1. students affairs and the 2. student market?

One shot surveys?
National databases of mandated data collection (IPEDS)?

"Consumer data mining" as a stand along entity (Facebook & similar social networking mediums) operating for internal research purposes? This is part of a larger question of who controls the data in a knowledge-based economy. In short, who wields influence by data ownership in... If the consumer marketplace knows more about students than universities, what are the implications? AHE 591 Technology in Higher Education Austin Ryland EDUCAUSE Center for Applied Research. "Students and Information Technology in Higher Education: 2010 Survey Questionnaire" (Survey Instrument). Boulder, CO: EDUCAUSE Center for Applied Research, 2010, available from http://www.educause.edu/ecar. Question of Interest: How do Higher Education Administration students at ABC University compare to national survey data done annually through Educause? Using department listserv @ ABC University, a generic link was sent out on a Thursday 3/31/11 @ 2:30 pm afternoon and closed a week later, Friday afternoon 4/8/11 @ 2:30 pm. Overall, 27 people started the survey.
22 finished the survey. Survey subject matter included:
Current ownership of technology
Use of technology
Full Time vs Part Time
Masters vs Doctoral
Social Networking Survey Overview: Methods Content Areas Current Ownership of Technologies: Sidenote: Highlights of survey findings are reported, not results entirely. Comparisons between the Spring 2011 ABC University Results and 2010 EduCause survey because the 2011 EduCause survey has no data.

Note: 2011 National EduCause survey assumes ownership of select tehcnologies which 2010 survey does not asssume. Overall, ownership of select technologies was comparable to national data:

Same on ownership of laptops and netbooks

5 times as many HEA students owned e-book reader

Higher number owning desktops (HEA @ 63% VS EdC @ 45%) About 53% of those who owned a desktop indicated it was 4+ years old How often do you use the following technologies for school, work, or recreation? Results of HEA technology usage consistent with EduCause results:

Most visited sites include unversity website, spreadsheets, presentation software.


Limited amounts of HEA users (20-25%) used video or audio creation softwares-MovieMaker, GarageBand, SecondLife,. slightly more with VoIP Skype @ 31% from HEA

Virtually no gamers from HEA

Most used technology daily = texting @ 81%
Least used technology daily = online computer games
"Never" @ 88% At the beginning of the semester, there was discussion about having technology become a more prominent training resource for students & staff.


Given the survey data so far, what are your thoughts on increasing such a resource? This can include College of Continuing Studies, Faculty Resource Center, etc. How often do you contribute content to the following for school, work, or recreation?

Videos @ 50%
Wikis @ 46%
Blogs @ 40% What are your expectations of the most and least used technologies among HEA students? Which do you think is used the most by HEA students?

Wikis
Blogs
Videos (Youtube) Are you using a course or learning management system for any of your courses this
quarter/semester? Student Affairs Professionals Successfully adapting to technology, social networking & student consumer market:

Example 1:
Using Qualtrics (survey software) to embed survey link within Twitter What would be a "discipline" (field)-specific technology of higher education? Would IPEDS (Integrated Postsecondary Education Data System) be considered a technology specific to higher education adminstration? 0% response rate to discipline-specific technology from HEA students "Yes"

100% of Masters
45% of Doctoral Students Quick Hits:


Again, findings from the local HEA survey are consistent with national EduCause survey data regarding preferences for technology: Most (62%) HEA respondents preferred a course format that used moderate levels of technology. 96% of HEA respondents owned a handheld device with internet access 64% connect to the internet daily from this handheld device The ranked order of uses for internet handheld devices is:
Email 100%,
Checking for information/news (100%),
Social networking (90%),
Maps 85%,
Personal Business-Banking (65%) Example 2: Using predictive modeling for retention studies, such as:

Using prediction software to explore differences in social networking behaviors of students who choose to remain/leave Social networking cites were used the most to collaborate with other students as part of class, according to HEA students (56%) How often do you use course or learning management systems (a system that provides tools
such as online syllabi, sample exams, and gradebook)? Examples include WebCT, Blackboard,
Desire2Learn, Sakai, Moodle, or an institution-specific system).


"Never" 13%
"Daily" 13% 64% of HEA respondents indicated they use CLMS's 1-3 times per week. 70% of respondents indicated they were using a course management learning system. Full Time vs Part Time:

I skip classes when materials from course lectures are available online
8% Full Time
0% Part Time Full Time vs Part Time:

When I entered college, I was adequately prepared to use IT as needed in my courses.
59% Full Time: Agree/Strongly Agree
60% Part Time: Agree/Strongly Agree Full Time vs Part Time:

My institution’s IT services are always available when I need them for my coursework.
75% Full Time Agree/Strongly Agree
70% Part Time Agree/Strongly Agree Full Time vs Part Time:

I love new technologies and am among the first to experiment with and use them.
0% Full Time
44% Part Time Doctoral vs Masters:

I love new technologies and am among the first to experiment with and use them.
25% Doctoral
12% Masters What might be some explanations for the previously displayed data on Full Time vs Part Time? Possible answer:
Part-time students who like using technology find ways to work/interact with IT? Disclaimer: Future surveys could take a more comprehensive appraoch. Future inclusion of faculty/administrator feedback could be done on a departmental level in order to come to a consensus about needs/demands for technology. Doctoral vs Masters:

I like to learn through:

Running Internet searches
85% Doctoral
75% Masters

Listening to audio or watching video content
85% Doctoral
75% Masters Full Time vs Part Time:

I like to learn through:


Running Internet searches
67% Full Time
100% Part Time


Listening to audio or watching video content
67% Full Time
90% Part Time

Contributing to websites, blogs, wikis, etc.
42% Full Time
22% Part Time 50% of respondents who indicated they owned an internet-capable handheld device responded they would register for classes via an app if available. Question which will be asked after viewing the following data: Given the survey data so far, what are your thoughts on increasing such a resource? At the beginning of the semester, there was discussion about having technology become a more prominent training resource for students & staff. All HEA Students:

I like to learn through:
Running Internet searches: 83%
Listening to audio or watching video content: 78%

* Only "yes" responses with 50%+ are shown Contributing to websites, blogs, wikis, etc.
17% Doctoral
63% Masters Social Networking Survey Data Fun Facts:

HEA Student Respondents:

90% use Facebook 78% use social networking @ least twice a week Would you like to see more use of social networking websites in your courses?

Yes = 22% How do you use social networking websites? For professional activities (job networking, etc.) = 48% Communicate with classmates about course-related topics = 38% Communicate with instructors about course-related topics = 5% IPEDS Revisited

IPEDS is a form of national surveys done by any school receiving federal funding. IPEDS collects information about degree completion, faculty & staff salaries, & enrollment, to name a few areas which are "surveyed" annually (IPEDS, 2011). M I D
E G U
R H C
I E A
C R T
A I
N O
N ? References

DUDA, M. D., & NOBILE, J. L. (2010). The fallacy of online surveys: No data are better than bad data. Human Dimensions of Wildlife, 15(1), 55-64. doi:10.1080/10871200903244250

The integrated postsecondary education data system - home page Retrieved 2/7/2011, fromhttp://nces.ed.gov/ipeds/

Mike luckovich: May 28 cartoon | mike luckovich Retrieved 4/10/2011, from http://blogs.ajc.com/mike-luckovich/2010/05/27/mike-luckovich-may-28-cartoon/

Prezi - the zooming presentation editor Retrieved 2/9/2011, from http://prezi.com/

Qualtrics. Build online surveys with qualtrics survey software. Retrieved 2/7/2011, from http://www.qualtrics.com/

Wikipedia contributors.Integrated postsecondary education data system , 2011, from
http://en.wikipedia.org/wiki/Integrated_Postsecondary_Education_Data_System
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