2014 ecar technology report for the virginia community college system

 Office  of  Institutional  Research  and  Effectiveness    

DRAFT-­‐  March  16th,  2015  

2014  ECAR  TECHNOLOGY  REPORT  FOR  THE  VIRGINIA  COMMUNITY  COLLEGE  SYSTEM  

INTRODUCTION  

Since  2004,  the  Educause  Center  for  Analysis  and  Research  (ECAR)  has  conducted  technology  surveys  of  both  college  students  and  faculty   to  better  understand  how  technology   is  being  utilized   in   the  college  setting  and  its  impact  on  the  overall  college  experience.      The  Virginia  Community  College  System  (VCCS)  has  participated  in  the  student  surveys  for  2012  and  2014  and  the  faculty  survey  for  2014.    The  following  report   summarizes   the   responses   and   findings   of   these   three   surveys   in   order   to   help   prioritize   the  strategic   contributions   of   information   technology   and   examine   technology-­‐enabled   productivity  throughout  the  VCCS.        

THE  SURVEY  INSTRUMENT  AND  METHODOLOGY  

The   ECAR   student   studies   rely   on   student   responses   in   the   spring   semester   of   a   given   year   from  institutions   that   volunteer   to   participate   in   the   project   at   no   cost.     The   faculty   survey   of   2014   was  conducted   in   a   similar   manner,   with   voluntary   responses   collected   from   faculty   of   participating  institutions.     In   exchange   for   their   participation,   institutions   receive   anonymous,   raw   data   of   their  students’  or  faculty’s  responses,  along  with  comparisons  of  their  group’s  aggregated  responses  to  those  responses   at   similar   institutions.     In   both   the   student   and   faculty   surveys,   individual   participants   are  incentivized  to  participate  by  entering  in  a  random  drawing  for  Amazon.com  gift  cards.  

In   2012   the   survey   included   responses   from   106,575   students   across   195   institutions   all   over   the  country.    Of  those  respondents,  13,969  were  VCCS  students  from  all  23  participating  schools,  making  up  over   13%   of   the   overall   sample   pool.     The   2014   student   survey   included   more   overall   participating  schools  (213)  but  less  overall  student  responses  (75,306).    VCCS  participation  in  the  2014  student  survey  was   significantly   lowered   as  well-­‐   down   to   1,759   responses,   just   over   2%  of   the   overall   sample.     The  2014   faculty   survey   included   17,451   overall   responses   from   151   participating   institutions.     858   VCCS  faculty  from  23  schools  participated  in  this  survey,  a  5%  portion  of  the  sample  pool.    Table  1  displays  the  number  of  overall  responses  and  participating  institutions  including  VCCS’  participation  for  each  survey  discussed  in  this  report.  

Table  1.  Survey  Responses  and  Participating  Institutions,  Including  VCCS  

  2012  Student   2014  Student   2014  Faculty     Overall   VCCS   Overall   VCCS   Overall   VCCS  

Number  of  Responses   106,575   13,969   75,306   1,759   17,451   858  Number  of  Participating  

Institutions   195   23   213   23   151   23  

DRAFT-­‐  March  16th,  2015     2  

The  student  survey  instrument  is  a  combination  of  multiple-­‐choice  and  open-­‐ended  questions  designed  to  take  approximately  15-­‐20  minutes  to  complete.    In  addition  to  some  basic  demographic  information  such  as  age,  gender,  ethnicity,  class  standing,  and  part-­‐time  or  full-­‐time  status,  respondents  are  asked  to  provide   answers   in   the   following   areas   related   to   technology:     device  use   and  ownership,   technology  and  the  college  experience,  and  learning  environments.    

The  faculty  survey  instrument  is  constructed  similarly,  taking  approximately  10-­‐20  minutes  to  complete,  and  asks  questions  regarding  the  following  topics:  technology  adoption  and  use,  technology  for  teaching  and   learning,   learning   environments,   and   technology   for   research   and   scholarship,   as   well   as  supplemental  questions  about  gender,  ethnicity,  teaching  experience,  and  tenure.  

RESULTS  OF  STUDENT  SURVEYS  

The  ECAR  student  technology  survey  is  periodically  revised  and  amended,  therefore  not  all  questions  are  repeated   in   subsequent   years   or   worded   to   measure   the   same   dimensions.     To   fully   examine   and  compare   the   2012   and   2014   student   survey   results   in   which   the   VCCS   participated,   this   report   will  present  direct  comparisons  where  appropriate  in  addition  to  stand-­‐alone  highlights  from  each  year.  

Device  Use  and  Ownership  

One  consistent  group  of  questions  between  the  2012  and  2014  student  surveys  asks  responders  about  their  use,  ownership,  and  attitudes  towards  academic  importance  of  laptops,  tablets,  smartphones,  and  e-­‐readers.    Specifically,   students  were  asked  whether   they  use   the  particular  device;   if   so,  whether  or  not  they  own  the  device;  and  lastly,  how  important  users  felt  the  device  was  to  their  overall  academic  success.    Those  that  signified  the  device  is  “very  important”  or  “extremely  important”  to  their  academic  success  are  included  in  the  table  below.    Table  2  summarizes  this  information  from  the  two  surveys  and  compares  the  habits  of  VCCS  students  to  all  other  respondents.  

  2012   2014     Overall   VCCS   Overall   VCCS  Laptops          Use  device?   94%   89%   96%   93%  Own  device?   89%   83%   89%   87%  Important  to  Academic  Success?   80%   76%   88%   86%  Smartphones          Use  device?   63%   57%   91%   88%  Own  device?   62%   56%   79%   75%  Important  to  Academic  Success?   21%   23%   38%   43%  Tablets          Use  device?   17%   19%   63%   68%  Own  device?   15%   17%   28%   39%  Important  to  Academic  Success?   7%   9%   24%   31%  E-­‐Readers          Use  device?   13%   14%   33%   37%  Own  device?   12%   13%   8%   13%  

DRAFT-­‐  March  16th,  2015     3  

Table  2.    VCCS  Student  Device  Use  and  Ownership  Percentages,  2012  and  2014  

Survey  responses  show  that  laptop  use  and  ownership  has  fairly  leveled  off  over  the  2  year  period,  while  smartphone,   tablet,   and   e-­‐reader   penetration   amongst   the   student   body   is   still   increasing.     By   2014,  VCCS  students’  device  use  and  ownership  behaviors  closely  reflect  those  of  the  overall  sample  pool.    The  2012  student  survey  also  inquired  about  desktops  in  a  similar  fashion:  69%  of  VCCS  students  said  they  used  a  desktop  computer,  while  46%  indicated  they  were  owners,  and  48%  felt  the  device  was  “very”  or  “extremely”  important  to  academic  success.    The  nation-­‐wide  responses  were  lower  with  54%  reporting  use,  29%  indicating  ownership,  and  32%  stating  desktops  aided  in  academics.      

Students  that   indicated  they  used  handheld  mobile  devices  were  asked  additional  questions  regarding  their  use  of   such  devices   for  academic  activities.     The   survey  examined   the   importance  of  completing  various  actions  on  said  devices.    Responses  of  “very”  and  “extremely”  important  are  summed  together  and  given  in  Table  3  below.  

Table  3.  VCCS  Student  Value  of  Handheld  Mobile  Devices  for  Academics,  2012  and  2014  

The  most   important  mobile  academic  activities   include  accessing   the  course  management   system  and  checking  grades.    In  every  instance,  VCCS  students  place  slightly  higher  importance  in  performing  these  activities  from  their  handhelds  than  the  national  average.  

Technology  and  the  College  Experience  

Another   consistent   measure   between   the   2012   and   2014   student   surveys   is   that   of   students’  perceptions  of  their  instructors’  knowledge  and  effectiveness  in  respect  to  technology  use.    When  asked  how   many   of   their   instructors   effectively   use   technology   to   impact   academic   success,   72%   of   VCCS  students   answered   “most”   or   “all”   in   2012,   and   74%   in   2014.     Nationally,   only   66%   of   respondents  answered   similarly   in   2012,   and   68%   in   2014.     Furthermore,   when   asked   how   many   of   these   same  instructors  have  the  adequate  technical  skills  for  carrying  out  course  instruction,  72%  of  VCCS  students  answered  “most”  or  “all”  on  2012,  and  78%  in  2014.    For  comparison,  similar  national  responses  were  65%  in  2012  and  71%  in  2014.  

Important  to  Academic  Success?   3%   5%   7%   11%  

  2012   2014     Overall   VCCS   Overall   VCCS  “A  handheld  mobile  device  is  important  for…”          Using  the  course  or  learning  management  system   60%   70%   56%   65%  Checking  grades   52%   65%   60%   67%  Registering  for  courses   30%   38%   41%   46%  Accessing  library  resources   22%   28%   36%   41%  

DRAFT-­‐  March  16th,  2015     4  

The  2012  student  survey  also  touched  on  preferences  regarding  communication.    44%  of  VCCS  students  indicated  they  wish  for  more  communication  with  their  instructors  through  email  (41%  nationally);  45%  of  VCCS  students  would  like  to  see  an  increase  in  face-­‐to-­‐face  interactions  (48%  nationally);  and  finally  half  (50%)  of  our  student  respondents  want  to  see  more  communication  conducted  through  the  course  or   learning  management  systems   (45%  nationally).    And  these  systems  are  wanted   for  more   than   just  their   communication   capabilities   -­‐  47%  of  VCCS   respondents  would   like   to   see   their   instructors  utilize  these  systems  more  as  all-­‐around  course  tools  (43%  nationally).      

Learning  Environments  

Another   consistent   group   of   questions   between   the   2012   and   2014   student   surveys   deals   with   the  reported   feelings   of   connection   between   technology   and   others.     Table   4   summarizes   the   responses  given   for   “agreeing”   or   “strongly   agreeing”   that   technology   helps   students   feel   connected   to   their  college,  professors,  and  other  students.  

Table  4.  VCCS  Student  Connectedness,  2012  and  2014  

Survey  responses  show  that  technology  helps  students  feel  more  connected  to  their  respective  learning  institution  than  it  does  either  their  professors  or  fellow  students.    Furthermore,  all  of  these  measures  of  connectedness  are  decreasing  over  the  2  year  period.    The  VCCS  responses  are  generally  slightly  higher  in  reported  connectedness  than  those  of  the  overall  sample  but  are  similarly  declining  over  the  2  year  period.      

Respondents   were   also   asked   in   what   type   of   learning   environment   they   tend   to   learn   the   most.    Choices  were  courses  with  no  online  components,  courses  with  some  online  components  (blended),  or  courses   that  were   completely   online.     In   2012,   VCCS   students   claimed   that   they   exceled   the  most   in  blended   courses   (68%)   versus   courses   completely   online   (12%)   or   completely   offline   (19%).     VCCS  responses  were  in  step  with  the  overall  sample  that  favored  blended  courses  by  71%  over  all-­‐online  or  all-­‐offline   courses   (6%  and  22%,   respectively).     The  2014   survey  provided   students  with   an   additional  choice   of   “no   preference”,   which   changed   the   outcomes   significantly.     In   this   survey,   VCCS   students  favored  blended  courses  by  55%  (64%  overall),  online  courses  by  13%  (9%  overall),  and  offline  courses  by  13%  (15%  overall),  while  18%  indicated  they  had  no  preference  (13%  overall).      

In  2014,  69%  of  VCCS  students  reported  having  taken  a  course  or  participated   in  a  competency-­‐based  program  that  was  completely  online.    This  meant  absolutely  no  formal  face-­‐to-­‐face  communication  with  

  2012   2014     Overall   VCCS   Overall   VCCS  “Technology   makes   me   feel   more   connected  to…”  

My  learning  institution   66%   71%   64%   65%  My  professors   57%   64%   52%   57%  Other  students   60%   56%   50%   46%  

DRAFT-­‐  March  16th,  2015     5  

a  professor  or  any  classmates.    The  VCCS  response  was  significantly  higher  than  the  national  average  of  46%.  

Another  interesting  question  concerned  social  networking  in  the  learning  environment.    In  2012,  64%  of  VCCS  respondents  indicated  that  they  either  “agree”  or  “strongly  agree”  with  the  notion  of  keeping  their  academic   and   social   lives   separate.     By   2014,   this   sentiment   had   increased   to   72%   among   VCCS  respondents.    The  national  sample  pool  displayed  an  increase  in  this  exact  preference  from  53%  in  2012  to  70%  in  2014.  

RESULTS  OF  2014  FACULTY  SURVEY  

The  2014  ECAR  Faculty  Technology  Survey  asked  participants  a  wide  range  of  questions  regarding  their  perceptions  and  relationship  to  technology  in  both  the  classroom  and  their  research  environments.    This  report  will  touch  on  those  subjects  that  most  closely  relate  to  the  student  responses  outlined  above.  

Technology  Adoption  and  Use  

Questions  pertaining  to  online  learning  constituted  a  large  part  of  the  student  surveys  in  both  2012  and  2014.    This  aspect  is  addressed  in  the  faculty  survey  when  respondents  are  asked  to  what  extent  they  “agree”  or  “strongly  agree”  with  various  statements  regarding  online  learning.        To  begin,  40%  of  VCCS  faculty  agree  that  online  learning  helps  students  learn  more  effectively.    This  is  significantly  less  than  the  students’  perceptions  of  their  own  online  learning  results  reported  previously  (68%  in  2012;  55%  in  2014)  but  higher  than  the  national  faculty  response  of  32%.    Furthermore,  50%  of  VCCS  faculty  (41%  nationally)  believe  that  online  learning  will  lead  to  pedagogical  breakthroughs,  and  88%  (77%  nationally)  agree  that  it  will  make  higher  education  available  to  more  students.  

Learning  Environments  

Over  half  of  VCCS  faculty  respondents  (55%)  reported  having  taught  in  a  completely  online  learning  environment  with  no  formal  face-­‐to-­‐face  student  interaction.    Nationally,  38%  of  faculty  reported  having  taught  in  such  an  environment.  

Students  have  shown  they  believe  usage  of  the  course  or  learning  management  system  is  an  important  part  of  their  learning  experience.    2014  faculty  were  asked  if  they  used  the  learning  management  system  and  to  what  ends.    The  results  are  presented  in  Table  5  below.  

Table  5.    VCCS  Faculty  Learning  Management  Systems  Usage,  2014  

  Overall   VCCS  How  do  you  use  the  Learning  Management  System?      I  don’t  use  it   14%   4%  To  push  out  course  information  (syllabi,  handouts,  etc.)   58%   67%  To  promote  outside  interaction  (discussion  boards,  assignments,  etc.)   41%   56%  To  teach  completely  online  courses  (or  competency-­‐based  programs)   28%   40%  To  teach  partially  online  courses  (or  competency-­‐based  programs)   19%   34%  

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Of   those  VCCS   faculty  who   indicated  that   they  use   the   learning  management  system,  60%  report   that  they  use  it  daily.    Nationally,  59%  of  system  users  report  daily  use.  

As  for  device  use  in  the  classroom,  most  VCCS  faculty  either  ban  or  discourage  smartphone  use  (60%),  but  are  indifferent  to  tablets  or  iPads,   laptops,  or  wearable  devices  (50%,  50%,  and  62%,  respectively).    These   feelings   reflect   the  national   survey   responses:   52%  ban  or   discourage   in-­‐class   smartphone  use,  and  50%  are  indifferent  to  or  unconcerned  with  tablets  or  iPads,  46%  to  laptops,  and  63%  to  wearable  devices.  

Additionally,  53%  of   faculty,  both  nationally  and  within  the  VCCS,  “agree”  or  “strongly  agree”  that  the  use   of   mobile   devices   in   the   classroom   can   enhance   learning.     However,   62%   of   VCCS   faculty   (64%  nationally)  also  admit  that  use  of  these  devices  can  be  distracting.    Still,  the  majority  (57%  within  VCCS;  51%  nationally)  stated  that  they  would  like  to  have  more  training  or  professional  development  around  effectively  incorporating  mobile  devices  into  their  courses.    

CONCLUSIONS    

The  results  of  this  report   indicate  that  technology  use  and  ownership  among  students   is   increasing,  as  well  as   their  confidence   in   its  contribution  to   their  academic  success.    Students  are  especially  utilizing  more  handheld  mobile  devices  for  academics.    The  overall  sentiment  regarding  technology  use  seems  to  be  positive,  but  there  are  hints  of  some  unfavorable  aspects.      

For  starters,  there  is  a  decline  in  student  respondents  over  a  two-­‐year  period  who  feel  that  technology  helps   them   feel   more   connected   to   their   learning   institution,   professors,   and   fellow   students.     Also  worth  noting   is   the   large  disconnect  within  online   learning  environments,   as   the   faculty  do  not  agree  online  learning  is  nearly  as  effective  as  students.      

Overall,   responses   indicate   that  VCCS   students  are  more  “tech   savvy”   than   students  nationally.    VCCS  students   claim   higher   usage   and   ownership   rates   of   various   devices   and   generally   regard   technology  more   favorably   and  more   instrumental   to   their   academic   success.     Interestingly,   VCCS   students   have  significantly  more  experience  with  online  learning  than  do  students  nationally.      

The   VCCS  will   consider   the   results   of   the   ECAR   student   and   faculty   surveys   to   improve   adoption   and  incorporation  of  technology  in  its  learning  environments.    The  VCCS  is  always  striving  to  provide  state-­‐of-­‐the-­‐art  experiences  for  our  students  that  afford  the  best  learning  opportunities  without  distraction  or  detriment  through  our  programs,  policies,  and  faculty.