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Exploring patterns of technology use in UK college students: a cluster analysis of learners’ digital practices

Sharpe, Rhona, Wu, Qi and Pavklou, Metaxia (2019) Exploring patterns of technology use in UK college students: a cluster analysis of learners’ digital practices Research in Post Compulsory Education, 24 (1). pp. 20-36.

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Abstract

This study assesses the use of various technologies, from institutional virtual learning environments to Web 2.0 tools, amongst learners studying at six general Further Education colleges in the UK. The study surveyed 218 students from a range of disciplines and qualifications. Cluster analysis revealed distinct patterns of engagement with technologies in both personal/social and educational contexts. Some support was found for a connection between personal/social and academic uses of technology. In contrast to the dominant narrative of learners as digitally fluent technology users, the analysis showed the majority of learners were using educational technologies in fairly simplistic ways that satisfy the demands of their course. Significant relationships were found between digital practices in college and subject studied and gender. The discussion draws on the literature of digital literacy practices in order to interpret the findings and inform the planning and development of learning technologies.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Sharpe, Rhonar.sharpe@surrey.ac.uk
Wu, Qi
Pavklou, Metaxia
Date : 7 May 2019
Funders : Joint Information Systems Committee
DOI : 10.1080/13596748.2019.1584436
Grant Title : A study of further education learners’ experiences and expectations of the digital environment
Copyright Disclaimer : © 2018 Association for Research in Post-Compulsory Education (ARPCE)
Uncontrolled Keywords : Post secondary education, further education, digital literacy, technology enhanced learning, survey, cluster analysis.
Depositing User : Charlene King
Date Deposited : 01 Mar 2019 09:21
Last Modified : 06 Sep 2019 11:46
URI: http://epubs.surrey.ac.uk/id/eprint/850590

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