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Digital Learners in Higher Education: Generation is Not the Issue
ARTICLE

, British Columbia Institute of Technology ; , Justice Institute of British Columbia ; , University of Ottawa

CJLT Volume 37, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.

Citation

Bullen, M., Morgan, T., Qayyum, A. & Qayyum, A. (2011). Digital Learners in Higher Education: Generation is Not the Issue. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 37(1),. Canadian Network for Innovation in Education. Retrieved July 17, 2019 from .

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