Minerva Elements Records
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ItemA five-year study of on-campus Internet use by undergraduate biomedical students(PERGAMON-ELSEVIER SCIENCE LTD, 2010-12)
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ItemDigital divides? Student and staff perceptions of information and communication technologies(PERGAMON-ELSEVIER SCIENCE LTD, 2010-05)
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ItemBeyond natives and immigrants: exploring types of net generation students(WILEY, 2010-10)Abstract Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so‐called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi‐square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio‐economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
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ItemExpectations and reality: Evaluating patterns of learning behaviour using audit trails(PERGAMON-ELSEVIER SCIENCE LTD, 2007-11)
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ItemThe association between students' use of an electronic voting system and their learning outcomes(WILEY, 2005-08)Abstract This paper reports on the use of an electronic voting system (EVS) in a first‐year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research.
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ItemThe elusive experience of 'flow': Qualitative and quantitative indicators(Elsevier BV, 2008-03-27)