A New Generation of Students
Student attitudes to and skills in IT have changed considerably over the last 10 years. The Edinburgh University Survey (Haywood et al, 2004) indicates that in 1990 educational use of IT was predominantly male and limited to word-processing. Their work suggests that by 2003 most students are skilled in IT, own their own computer and that gender differences are small and declining. Most use IT in their social and recreational lives; this is mainly based on email but also includes shopping and banking online. These findings are mirrored in student usage of IT in Edinburgh's European partner universities (SEUSISS, Report 2002) and supported by recent surveys that indicate that younger students now expect to be in 'constant connectivity' with friends and family. Almost all of them use email and instant messaging to contact friends (DfES, 2002).
Increasingly students expect technology to have a significant role in their learning (DfES, 2002, Becta, 2002, Haywood et al, 2004). For example, most teenagers currently use the Internet to help them with their homework. However, students often see IT as a supplement to traditional teaching and do not wish to lose face-to-face tutor input which is considered the preferred mode of learning.
Frand provides us with 10 attributes of today's students who he refers to as having an 'information age mindset' compared to those who were born over 40 years ago who have an 'industrial age mindset'. These attributes significantly impact on learning and teaching, for example:
students prefer a 'trial and error' approach to learning (strongly influenced by their use of computer programs and games) rather than the linear approach (learn the theory, review examples and then apply the theory) which is the mainstay of much teaching in institutions;
students expect education to emphasise the process of learning rather than the content since the shelf-life of information is so limited;
students want to be part of a community for learning and social support and expect to have access to that community on almost a 24/7 basis.
Diana Oblinger develops this theme further in Learners, Learning and Technology, Educause Review Sept/Oct 2005.
It is important to remember that not all students will be confident with IT and will need support to work effectively using a VLE. This is discussed more fully in a later section 'Preparing students to use a VLE'.
