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- Contributor(s)
- Erika E. Smith; Renate Kahlke; Terry Judd
- Date issued
- 2020-04; 2020-04
- Description
- In 2001, Prensky characterised a new generation of learners entering higher education as digital natives – naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other futurists, a critical review of the literature reveals that this concept remains influential in academia broadly and within professional education specifically. In light of this, we propose an alternative approach to technology integration in professional education settings that aims to avoid unhelpful digital native stereotypes by instead developing digital...
- Type
- article
- Appears in collection(s)
- Teaching and Learning
- Contributor(s)
- Richard Hayman; Erika E. Smith; Hannah Storrs
- Date issued
- 2018
- Description
- This research examines undergraduate students’ academic help-seeking behaviours by mining anonymous posts from a university Facebook Confessions page. From a dataset of 2,712 public posts, researchers identified 708 Confessions (26.1%) that supported student-student learning exchanges. Using a mixed methods methodology informed by a social constructivist framework, analysis of these social media interactions demonstrates that students use Confessions posts to legitimately inform their undergraduate learning and support their academic experience. Researchers conclude that Facebook Confessions can enable rich academic help-seeking and other information behaviours, and that these sites...
- Type
- article
- Appears in collection(s)
- University Library; Teaching and Learning