The Digital Learner: Myth or Reality

THE DIGITAL LEARNER AT BCIT: THE MYTH AND THE REALITYAdnan Qayyum, Mark Bullen, Tannis Morgan, Karen Belfer

Background to Research

Collaboration between Concordia PhD candidate & BCIT Learning & Teaching Centre

Guiding research questions (Concordia) How do students interact with peers for course-related

purposes, outside of class? How do ICTs affect this dynamic?

Guiding research questions (BCIT) How are BCIT learners using ICTs? Are there differences in social and educational use? Do BCIT learners fit the “millennial learner” profile?

Digital Learner Characteristics

Digitally literate Connected Immediate Experiential Social / Interactive Teams Structure Visual & Kinesthetic Socially-conscious

Digital Learner Assumptions

Assumption Evidence?

Use digital technologies extensively Yes

Exposure creates sophisticated users No

Use changes learning approaches, even the brain

No

Need to change the way we teach Maybe, but for different reasons

The Literature

Authors Comments

Oblinger & Oblinger (2005). Educating the Net Generation

Uneven

Howe & Strauss (2000). Millenials Rising

200 school teachers, 660 students -Fairfax county

Prensky(2001). Digital Natives, Digital Immigrants, Part 1 & 2

Informed speculation

Seely Brown (2000). Growing Up Digital

Anecdotal observations of 15 yr olds working in Xerox Lab

Turkle (1995). Life on The Screen: Identity in the Age of the Internet

1995

Frand (2000). The information-age Mindset

Informed speculation

Seen this before?

Student Interview Questions

1. Through what channels do you communicate with classmates?

2. Name four topics you communicate about?3. Where are you when you communicate with

classmates?4. Describe what channels you use to

communicate with your instructor?5. Does the instructor require or encourage you

to communicate with classmates?6. When you have a problem or issue in your

courses what do you do?7. What communication options would help you

learn in your courses?

Interview Sessions

Group size

Number of interview sessions of this group size

Total number of students interviewed

1 9 9

2 11 22

3 4 12

4 2 8

5 1 5

6 1 6

7 1 7

Total 29 69

•also 15 instructors were interviewed (14 sessions)

Findings

Channels of communication Talking

in person via cellphones

Writing via chat (e.g. MSN, Yahoo) email Facebook, MySpace cellphone text messages WebCT

Findings

Topics of Communication Main topics

discussing school projects and assignments discussing general school issues seeking and sharing information about course

administrative issues organizing for school work

Other course-related topics Studying in groups Seeking help about course content Working on assigned group projects Reviewing each others work Sharing resources

Findings

Location of communication Blend of social and work space

E.g. cafeterias, Great Hall. lounge spaces Designated work spaces

E.g. labs, library, learning commons Social spaces

E.g. restaurant, pub Off campus

E.g. home

BCIT Methodology

Interview transcripts and interview notes Use descriptions of millennials to analyze

interview transcripts Generate themes Distilling themes

BCIT Findings

Guiding question What do BCIT students and faculty need

from technology? Do BCIT students fit the “millenial” profile? What should an e-learning strategy look

like at BCIT?

Findings

Not a deep knowledge of technology but have a good understanding of what it can and cannot do for them

Student Use

Limited toolkit (Facebook, email, MSN, cell phones) Driven by familiarity, self-organizing

capabilities, type of communication it provides (distance/proximity), practicality

Infrastructure, program specific technologies and software

Findings

If basic needs not being met, technology not a focus of their concerns Light Lab hours Windows Internet access in lab Library hours

Findings

Previous Tek strategy focussed on communication tools, but this is not what is needed by most programs Students spend 7-8 hours x 5 days/week on

campus 5+ courses at a time Communication is not the problem

Tools for delivering and presenting content in better ways is what is needed

Major Themes

Program schedule Cohort Trust of peers Relationship with instructors Course content/ knowledge domain Course design Institutional supports

Central phenomenon

Outside of class, students seek access to practical solutions for their course-related issues and ICTs are often not the most practical solution

Discussion

Seeking practical solutions were the driving factors for peer interactions outside of class

ICTs were not a major reason for peer interaction for course-related purposes, outside of class

Student use of ICTs for interaction outside of class is not related to their age (i.e. net generation digital learners are a myth)

Students used standard ICT tools more than institutionally provided ICT tools for peer interaction outside of class

Implications for BCITImplications for BCIT

Technology investment How should BCIT allocate resources?

Teaching strategies Do we need to change the way we teach?

How Common is This?

Further research -survey Research questions

How do students communicate with peers outside of class for course- related purposes?

What is the role of ICTs in these interactions?

What factors influence students’ desire to interact with peers outside of class for course-related purposes?