Today’s Student (Part 1 of 2)

If you are a student, please share in the comments area the most important educational activity that helped you learn the most.

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Part 1: Today’s Student and Learning Preferences

Part 2: Today’s Employers and What They Need

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PART 1

Update: 04/12/14 – I realize that my use of “digital native” will cause a stir with some (many?), and may involve “Bingos!” to resound for those playing buzzword bingo, but let’s face it, most of the world is more connected to devices and the internet than ever before. Each individual has different access & uses the internet & devices in a variety of ways, which as educators, we need to realize. The more technology-intensive a course, the increased need to build in appropriate orientation exercises and links to available resources and services. The internet, personal computers, and mobile devices have changed how we interact with information and people, and have affected how we learn, live and work. On the subject of how we learn, I’m currently reading Make It Stick: The Science Behind Successful Learning (Brown et al. 2014), thanks to Mary Bart’s @facultyfocus tweet on April 10, 2014 . My next blog post (Today’s Employers) digs a little deeper into the skills we, as educators and employers, want students to carry away with them after our courses and graduation. But even getting more at the core of how we learn best is crucial as we continue to explore best design practices to offer high-quality distance education courses, something that greatly interests me on many levels. Specifically, what to include in pre-course readiness quizzes and activities for students.

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PART 1

How can educators better reach students and still teach them what they need? To answer this, let’s take a closer look at today’s students and how they prefer to learn, with a special focus on technology. In part two (next blog post), the focus will be what skills students need based on information provided by today’s employers.

Today’s Student.

Today’s students are…

digital natives that prefer …
- anytime, anywhere learning opportunities
- personalized instruction
- doing real and relevant work
  - where they…
    - can participate in social and collaborative activities
    - have a choice
    - can explore
    - are able to work with interactive technologies

(Helsper, 2010; Lombardi, 2007; New Media Consortium, 2011; Brown, 1999; Barnes et al. 2007; Stansbury, 2011).

[Update 04/12/14] The above mentioned traits and preferences are what my colleagues and I found repeated throughout our research we did for a paper this past year (Sept 2013 – Nov 2013), part of which touched on the subject about today’s student and their preferences. The manuscript was declined, but, as one expert in my field recently said “Get your research out there because by the time a peer-reviewed journal accepts a submission, your research may very well be out of date.” (paraphrase Reeves, March 2014) I’ll continue to add segments as I come across profile pieces about today’s student. I’ve been doing more research, fleshing out sections of that paper even more in my blog posts since October. I feel it is important to raise awareness about this shift in learning preferences, that, in part, are due to the greater access to technology students now have.

Digital Natives, Personalized Instruction and Interactive Technologies

The Educause 2013 Study of Undergraduate Students and Information Technology outlines students’ current experience with mobile devices, technology in academic settings, blended and online learning, MOOCs, learning management systems, e-mail, and social media.

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Glenn (2000) indicates that

“Net Geners need self-directed learning opportunities, interactive environments, multiple forms of feedback, and assignment choices that use different resources to create personally meaningful learning experiences.”

[update as of 04/12/14] Megan O’Neil posted a video [click here for video] in her brief blog post “Tech Tools Students Say They Can’t Live Without,” for Chronicle of Higher Education, and what one student says about her habits and need to still write notes down by hand mirrors many people’s, including my own. There are certain tasks that I, as an educator and administrator (and jill of all trades, really…) feel more comfortable completing by hand and cannot do on a mobile device or on a personal computer. I still do my best editing by printing out my drafts and making handwritten notations, even though apps exist out there to do this on mobile devices. Please include a comment to this blog post if you know of research done on this hybrid approach to technology + tactile, “by-hand” activities. I’ve seen a few articles and blog posts about this, but would welcome comments related to the science behind these preferences. On March 25, 2014 I attended the the Innovate Conference session “Access to Education – Undergraduate Student Panel.” All four students commented that they prefer to use a laptop or desktop computer over a mobile device to complete most of their coursework. [update as of 05/27/14] New research suggests taking handwritten notes is better for conceptualization and information retention. For more info visit the following two articles:

“Writing Helps You Remember Things Better Than Typing” – http://www.buzzfeed.com/kasiagalazka/writing-helps-you-remember-things-better-than-typing
“The Pen is Mighter Than the Keyboard: Advantages of Longhand over Laptop Notetaking” – http://pss.sagepub.com/content/early/2014/04/22/0956797614524581.abstract

Anytime, Anywhere Learning

Nielsen (2010) shares responses from a panel of students who explain why they prefer learning online. Although the students surveyed were in K-12, college students have similar reasons for taking online courses.

I can sleep in
I can pursue my passions
I can focus on my work without distractions from my classmates
I can move at my own pace
I don’t have to compete to share my thoughts and ideas
I can take more interesting classes
I can learn with a schedule that meets my needs
I can learn despite health issues that might get in the way of a traditional class setting
I can easily communicate with my teacher when I need to
I can easily communicate with my classmates when I want to

Making Learning Relevant and Real

Stansbury (2011) in her article “Five things students say they want from education” includes testimonials from both students and educators, and one college educator comments

“The one complaint I hear from students at South University is that they want more practical, hands-on experience and not just lectures and homework.”

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In 2011, Miami University in Oxford, Ohio undertook a challenged-based learning (CBL) project where the big question they chose to answer was “How can undergraduate education be more relevant?” One student at the end of the project commented,

“I do enjoy working on projects because they are extremely fulfilling when you have a finished project or have accomplished a goal … The fact that they require a deliberate effort over a more extended period of time than studying a few days in advance for a test, I feel much more accomplished after putting in the large amount of effort. Working for an end result is something that really motivates me.”

Social and Collaborative Activities

From the same 2011 Miami University CBL project, other students felt they benefitted from the interactions with their peers and team work.

“I feel that each of us are positively benefiting the project,” said one student. “There is no single strong leader at this point, and we switch off in that role. I am making a difference in the group based on my technological skills and ideas.” As an added dimension to the challenge, the participating students were a hybrid of both regular and honor students from different disciplines and backgrounds, though that did not prove to be a hindrance. “Everyone is participating in their own way,” a student asserted. “We each bring something different to the table with our different background and talents.”

Choice

In 2010, an online periodical from India published an article which describes why students need choices when determining what school environment is best.

“Some students excel in online classes. They like the freedom to come and go as they please. They like being able to use their computer skills. They enjoy sitting at the computer in their pajamas on Saturday morning with a cup of cocoa to read their class lecture and do their coursework. Other students prefer the traditional classroom, thriving on the set schedule, the physical textbooks, and the face-to-face interaction with peers and their instructor. There is no right or wrong learning environment. It really does depend on the type of learner one is and what kind of classes fit into his lifestyle. Fortunately, in this day and age, students have lots of choices.”

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Simpson (2013) points out that giving students a choice means providing students guidance and advice. This should come from academic advisors, but also course coordinators, instructors and former students.

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When students in our individualized instruction (I.I.) language courses at Ohio State complete an entrance survey, the top reasons they consistently list for taking the blended or mostly online course instead of a classroom course are self-pacing, scheduling conflicts, and that I.I. will better meet their learning needs.

Exploration

So why give students choice? Students want to explore what most interests them when it interests them. However, many post-secondary schools continue to use traditional institutional models that limit chances for exploration. Consider, for instance, the traditional language classroom setting even if it is a “smart” classroom that espouses a communicative approach. Anyone who steps in to teach, take, or observe a traditional language class will notice that the learning experience is continually interrupted by disruptive constraints. Class time, class size, building space, and equipment are some of the more obvious elements inherent in a classroom course. A traditional language class is instructor-centric. It is the instructor’s lesson plan that sets the pace and style of the learning experience. The challenge is the need to differentiate instruction enough to get all those 15-30 language students on board to align with the course’s learning objectives. Is it possible to reach all students with their varying learning styles and levels? Instructors manage as best as they can. Instructors not only lead discussions and activities, and manage the classroom, but also encourage engagement amongst the students who “tune out,” those who need to wait for everyone else to finish the activities they’ve already completed, or prompt students who are lost and are trying to keep up with their peers. A very common practice in a language classroom setting is that students get into groups. What happens? Students often stray into their native tongue. The instructor tries to monitor progress. However, not using the target language can be very distracting to students who want to practice it as much as possible. Finally, there is the student who learns something interesting during part of a classroom activity, but cannot immediately explore that idea for any number of reasons. That student must jot down a note and delay exploration until after class.

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Blended education models include more asynchronous learning opportunities, and allow for more student exploration. As the Educause study in 2013 points out, currently, students prefer blended over fully online learning environments.

“When it comes to modality, college students seem to recognize effectiveness when they see it. Their preferences for blended learning environments tracks well with the findings of recent large meta-analyses of the efficacy of different ways of integrating technology into higher education (e.g., the analysis by Barbara Means et al., 2010). And students’ long-standing desire to retain some degree of face-to-face contact with their professors persists, even with the increasing sophistication of online methods of interaction. Even for people who have never known a world without the Internet, the human touch is valuable.” (p. 5)

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In my experience teaching hybrid language courses, yes, students still prefer in-person over virtual meetings. However, I believe virtual interactions will increase in popularity and online course retention will improve as students…

become more comfortable with technology-empowered instructional models
begin to recognize that high-quality learning can also be accomplished, for example, using webconferencing and screensharing, that simulate face-to-face interactions
have more experience in self-paced learning environments that may require more independent study
have access to better resources, including interactive tools to enhance asynchronous learning

Attrition is a big factor that needs to be considered in the planning stages of a hybrid or online course, and stay tuned for a future blog post on this. Here’s a sneak peek at one way to fight attrition: give students the information they need to make the right choice as early as possible.

Availability of Information

As mentioned in a previous blog post, although more students are attracted to hybrid and online course offerings which offer the convenience they need and want, many are still unaware what taking a mostly- to fully-online course means for them. Students with busy personal, professional or academic schedules prefer asynchronous learning opportunities, virtual meetings and weekend and evening hours. However, students in these types of courses need to be introduced to the expectations of the course and tips for success. Topics or resources that should be made available before, at the beginning of and during a hybrid, distance or online course…

academic integrity
program resources and services
university services
required course materials (including webcam, headset, required software, etc.)
FAQ
modes of communication
modes of interaction
netiquette
technology use
troubleshooting tips
self-pacing
time management
planning
goal-setting
study habits
stress management
assignment submission
feedback (where to find it, how students will get it, how students will provide it)

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Thanks to Dr. Jan Macián for her research related to digital natives and choice. Dr. Jan Macián is a language consultant and retired language program director of OSU’s Spanish & Portuguese Department.

SOURCES:

Please excuse inconsistencies with citation formats – Currently under revision.

Afternoon Despatch & Courier (2010) “Spoilt for choices?” Retrieved from http://afternoondc.in/education-careers/spoilt-for-choices/article_6485

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Barnes, Marateo, and Ferris (2007) cite Glenn (2000) Retrieved from http://csdtechpd.org/pluginfile.php/1622/mod_glossary/attachment/25/Teaching_and_Learning_with_the_Net_Generation.pdf

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Brown, J. S. (1999). Learning, working, and playing in the digital age. Presented at the American Association for Higher Education Conference on Higher Education. Retrieved from http://www.ntlf.com/html/sf/jsbrown.pdf

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Educause (2013). ECAR Study of Undergraduate Students and Information Technology. Retrieved from https://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdf

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Glenn, J. M. (2000). Teaching the Net Generation. Business Education Forum 54(3), 6-14.

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Helsper, Ellen Johanna and Eynon, Rebecca (2010) “Digital natives: where is the evidence?”, British Educational Research Journal, 36: 3, 503 — 520 Retrieved from http://cyber.law.harvard.edu/communia2010/sites/communia2010/images/Helsper_Enyon_Digital_Natives.pdf

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Lombardi, Marilyn (2007). “Authentic Learning for the 21st Century: An Overview” Educause Learning Initiative Learning-by-doing. Retrieved from http://net.educause.edu/ir/library/pdf/eli3009.pdf

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Means, Barbara, et al. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, DC: Center for Technology in Learning, U.S. Department of Education, 2010 Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

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New Media Consortium (2011). Challenge Based Learning. The Report from the Implementation Project. Miami University. “Make Undergraduate Education Relevant!”, 25 Retrieved from http://www.nmc.org/pdf/2011-challenge-based-learning-report-implementation-project.pdf

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O’Neil, Erin. “Tech Tools Students Say They Can’t Live Without.” (February 11, 2014) Blog: Wired Campus: The Latest on Tech and Education. Retrieved 02/15/14 from http://chronicle.com/blogs/wiredcampus/video-tech-tools-students-say-they-cant-live-without/50343?cid=pm&utm_source=pm&utm_medium=en

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Nielsen, Lisa (2010). “Ten Reasons Students Say They Prefer Learning Online.” The Innovative Educator. Retrieved from http://theinnovativeeducator.blogspot.com/2010/11/10-reasons-students-say-they-prefer.html

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Simpson, Ormond (2013). Retention and Course Choice in Distance Learning. Retrieved from http://www.ormondsimpson.com/USERIMAGES/Course%20choice%20and%20retention(1).pdf

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Reeves, Thomas (March 10, 2014). “Improving the Quality of Online and Blended Learning Through Educational Design Research.” Webinar: Educause Learning Initiative’s “Online and Blended Learning: Institutional Case Studies on Implementing a Quality Assurance Program and Designing Research on Effective Practice.” For more information about Educause and ELI please visit http://www.educause.edu/eli

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Stansbury, Meris (2011) “Five Things Students Say They Want From Education” Retrieved from http://www.eschoolnews.com/2011/07/28/five-things-students-say-they-want-from-education/

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To Explore, if interested:

DIGITAL NATIVES

Edudemic (2013). “Measuring the Information Society.” Retrieved from http://www.edudemic.com/wp-content/uploads/2013/10/MIS2013_infographics_3.jpg

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CHOICE

Weimer, Maryellen (2013). The Teaching Professor Blog. Retrieved from http://www.magnapubs.com/blog/teaching-and-learning/giving-students-choices-in-how-much-assignments-count/

http://spot.pcc.edu/~rsuarez/rbs/school/EPFA_511/articles/511%20articles/factors.pdf

EXAMPLE LINKS

to provide in blended, distance or online courses