捕捉无形:新西兰三所大学本科生学习中的非机构技术

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-06-01 DOI:10.1016/j.iheduc.2023.100910
Qian Liu , Tehmina Gladman , Christina Grove , Sally Eberhard , Susan Geertshuis , Anthony Ali , Phil Blyth , Rebecca Grainger
{"title":"捕捉无形:新西兰三所大学本科生学习中的非机构技术","authors":"Qian Liu ,&nbsp;Tehmina Gladman ,&nbsp;Christina Grove ,&nbsp;Sally Eberhard ,&nbsp;Susan Geertshuis ,&nbsp;Anthony Ali ,&nbsp;Phil Blyth ,&nbsp;Rebecca Grainger","doi":"10.1016/j.iheduc.2023.100910","DOIUrl":null,"url":null,"abstract":"<div><p>Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"58 ","pages":"Article 100910"},"PeriodicalIF":6.4000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities\",\"authors\":\"Qian Liu ,&nbsp;Tehmina Gladman ,&nbsp;Christina Grove ,&nbsp;Sally Eberhard ,&nbsp;Susan Geertshuis ,&nbsp;Anthony Ali ,&nbsp;Phil Blyth ,&nbsp;Rebecca Grainger\",\"doi\":\"10.1016/j.iheduc.2023.100910\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.</p></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":\"58 \",\"pages\":\"Article 100910\"},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751623000088\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751623000088","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2

摘要

对互联网学习的研究往往侧重于机构或工作人员实施的技术。事实上,学生学习的技术超出了机构提供的范围。这种错位有可能使大学的在线技术方法与学生学习部分相关。为了理解学生的经历,我们遵循解释学现象学,采访了来自新西兰三所大学的22名学生。内容和主题分析表明,学生使用非机构技术来增加机构课程。他们经历了信息过载的机构技术,以及使他们能够方便地处理信息并控制自己学习的非机构技术。我们还发现了高成就学生和低成就学生在技术使用方面的差异,这些差异与动机、技术意识和元认知有关。我们的研究强调了非机构技术在学习中的作用,这对未来的研究、机构技术的设计和实施以及学生利用技术学习的准备工作都有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities

Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
期刊最新文献
Editorial Board The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1