Coming of age : digital natives on the road to becoming digital learners

Charlesworth, Zarina M. (Haute école de gestion Arc, HES-SO // Haute Ecole Spécialisée de Suisse Occidentale) ; Sarrasin, Natalie B. (University of Applied Sciences and Arts Western Switzerland (HES-SO Valais-Wallis))

This paper presents findings from a mixed-method action research study the objective of which was to examine the use of Web 2.0 technologies in the higher education classroom to promote self-reg ulation, information-seeking and exchange, and collaborative learning. The research was carried out with 1st year (n=85) business degree students. Qualitative analysis, through observation, discussion, student feedback and class evaluation suggests that students, at least at the outset of higher education, are far from ready to shoulder the responsibility for their own learning. Quantitative results, using the Participant Perception Inventory-Internet versus Traditional Learning (PPI-IvT) (Lee & Tsai, 2011), instrument show that statistically there are few d ifferences perceived between th e two classroom situations and significant differences (p<.05) are found only in regard to information-seeking & exchange and, collaborative learning. These findings suggest that today's digital natives are not digital learners and that for them to evolve in education's changing paradigm will call for scaffolding and e ducator accompaniment. Recommendations are made for educators interested in the inclusion of digital technologies in their course design and delivery.

Type de conférence:
full paper
Economie et Services
HEG VS HES-SO Valais-Wallis - Haute Ecole de Gestion & Tourisme
HEIG-VD Haute Ecole d’Ingénierie et de Gestion du Canton de Vaud
HEG Arc - Haute école de gestion Arc
Institut du Management et des Systèmes d'Information
Adresse bibliogr.:
Belval, Luxembourg, 24-27 November 2015
Belval, Luxembourg
24-27 November 2015
10 p.
Publié dans
Proceedings of European Association for Pratiticioner Research on Improving Learning(EAPRIL)2015
Numérotation (vol. no.):
March 2016, issue 2, pp. 362-370
2406 - 4653
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