[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592960-105":59,"doc-detail-592960-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","higher-education-students-media-usage-a-longitudinal-analysis","Higher education students’ media usage - A longitudinal analysis","","Responding to the lack of longitudinal analyses on media usage in higher education, this study examines how higher education students’ access to and use of technology for learning changed in 2012, 2015, and 2018. An online questionnaire collected data from 5,572 German students. Descriptive and inferential analyses show a shift toward flexible, location-independent devices alongside rapid growth in instant messaging. The findings suggest German institutions should better develop and apply digital learning tools. The work supports ongoing digital media implementation, especially after COVID-19.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/higher-education-students-media-usage-a-longitudinal-analysis/592960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/higher-education-students-media-usage-a-longitudinal-analysis/592960.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What changes in higher education students’ technology use are identified from 2012 to 2018?","Question",{"text":112,"@type":113},"The study finds a clear trend toward flexible, location-independent devices and a rapid increase in instant messaging use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data for the longitudinal analysis collected?",{"text":117,"@type":113},"Data came from an online questionnaire with 5,572 German higher education students participating in 2012, 2015, and 2018.",{"name":119,"@type":110,"acceptedAnswer":120},"What main research questions does the study address?",{"text":121,"@type":113},"It asks what digital devices students own and how they use the Internet, which media and e-learning tools are used and their perceived value, and how these patterns develop over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592960,1792921468,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Higher education students’ media usage: A longitudinal analysis  \nCarina Dolch, Olaf Zawacki-Richter, Melissa Bond, Victoria I. Marín  \nAbstract: Responding to the lack of longitudinal analyses on media usage in higher education, this study explores the changes of higher education students’ access to and use of technology for learning in 2012, 2015 and 2018. Using an online questionnaire, a total of 5,572 German higher education students participated. Via descriptive and inferential analysis, the data show a clear trend towards using flexible, location-independent devices, accompanied by a rapid increase in the use of instant messaging. This is in line with an increasing demand for digital and flexible learning opportunities such as webbased training and lectures as podcasts or vodcasts, which is not met by higher education institutions. On that basis, improvements in development and application of these digital tools seem crucial for German higher education institutions and should be considered by educational technologists and decision makers. Of particular relevance against the background of the COVID-19 pandemic that started in Spring 2020, this longitudinal analysis provides a framework for the ongoing development and implementation of digital media in teaching and learning at higher education institutions.  \nKeywords: Distance education and online learning , user behavior, media selection, educational technology, higher education, longitudinal analysis  \nHighlights  \nWhat is already known about this topic:  \n• Digital media are ubiquitous in higher education students’ everyday life.  \n• Students use tools and services differently and for different purposes.  \nWhat this paper contributes:  \n• An analysis of the changes of higher education students’ access to and use of technology for learning from 2012, through 2015, to 2018.  \n• Students increasingly use flexible, location-independent digital devices.  \n• Students’ acceptance of e-learning tools consolidates from 2012 to 2018.  \n• Students indicate a lack of digital teaching and learning formats in higher education institutions.  \nImplications for theory, practice and/or policy:  \n• Digital and flexible learning opportunities should be considered in higher education institutions.  \n• Faculty should consider knowledge about students' media usage behaviour when planning learning designs in higher education.  \n• Policymakers and administrators should consider students' media usage behaviour when developing digitalization strategies.  \nIntroduction  \nDigital technologies have become an integral part of higher education and affect all dimensions of higher education (Barak, 2018; Henderson et al. , 2017; Rosenbusch, 2020) . In order to design meaningful technology-enhanced learning environments, it is crucial to give attention to the characteristics of learners, alongside their needs, motivation, prior knowledge and experience gained, to name a few. Morrison et al. (2011) claim that an analysis of learners and context builds the basis of the instructional design process. Particularly in the design of online, distance or blended learning courses, it is important to consider students’ access to media and digital devices, and to understand their use of media, tools and services for learning. As the available digital media, tools and services are subjected to a constant dynamic of change and renewal, it is hardly possible to come up with a uniform definition of media. In the context of this study, media are understood as all different kinds of digital technologies and tools to present course content and to facilitate interaction and collaboration in higher education learning environments. Media usage then describes the use of digital technologies, which is shaped by personal preferences and experiences.  \nSurprisingly little is known about student media usage behaviour in higher education, however. Two recent reports that partially address this matter are the EDUCAUSE 2020 Student ","cbCaim2Q80ow1JW6","https://ap.wps.com/l/cbCaim2Q80ow1JW6","pdf",523415,23,"English","# Abstract\n# Highlights\n## What this paper contributes\n# Implications for theory, practice and/or policy\n# Introduction\n# Research questions","[{\"question\":\"What changes in higher education students’ technology use are identified from 2012 to 2018?\",\"answer\":\"The study finds a clear trend toward flexible, location-independent devices and a rapid increase in instant messaging use.\"},{\"question\":\"How was the data for the longitudinal analysis collected?\",\"answer\":\"Data came from an online questionnaire with 5,572 German higher education students participating in 2012, 2015, and 2018.\"},{\"question\":\"What main research questions does the study address?\",\"answer\":\"It asks what digital devices students own and how they use the Internet, which media and e-learning tools are used and their perceived value, and how these patterns develop over time.\"}]","Higher education students’ media usage - A longitudinal analysis | PDF",1792076256,58]