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Making Sense of Student Preferences in Technology-enhanced Learning","","The article investigates how university students, as intended users of educational innovation, form preferences in technology-enhanced learning across three dimensions: instructional mode, communication, and embedded learning tools. Data come from an exploratory case study using a randomized student sample from an institutional learning management system, including an online survey of 66 participants on engagement with educational technologies, online and blended learning, and social media. 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Making Sense of Student Preferences in Technology-enhanced Learning  \nEkaterina Pechenkina & Carol Aeschliman  \nSwinburne University of Technology, Australia  \nAbstract  \nThis article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on results of an exploratory case study, where mixed (quantitative and qualitative) data was collected from a randomized student sample generated through the institutional learning management system. An online survey (N=66) gaged students’ engagement with educational technologies, online and blended learning and social media as a learning tool.  \nThe findings confirmed previous research arguing that students generally use educational technology in a narrow way, rarely engaging with technological tools, unless it is presented to them as integral to their learning or if they are already familiar with a particular tooland/or perceive it as useful. Despite a well-cited characteristic by proponents of ‘digital natives’ that students need constant entertainment, this study found no evidence that this was the case.  \nKeywords: Educational Technology; Student Preferences; Blended Learning; Social Media  \nIntroduction  \nTechnology-enhanced teaching and learning models have now become the ‘new normal’ in Higher Education (HE) . Driven in part by student demand for individualized learning (Johnson, Adams Becker, Estrada, & Freeman, 2015) and in part by universities’ aspirations to be seen as innovative and in sync with the latest trends in educational technologies (Kukulska-Hulme, 2012), various technologies are introduced in and out of the classroom. Studying student experiences and engagement patterns within technology-enhanced education therefore emerges as central to our understanding of what works and what does not. While this topic received some attention in recent HE studies, further investigations are needed to better understand these experiences and generate practical recommendations.  \nLocated within the wider HE context of technology-enhanced learning and teaching, the focus of this article is on university students as intended users of technological innovation in education. Building on the evidence-based research into what students prefer and expect when it comes to educational technologies, how they engage with new educational offerings and what their experiences with technology-enhanced education mean in terms of their academic performance and retention, the article reports on students’ experiences with three dimensions of technology-enhanced education:  \n- Students’ preferences for a mode of teaching and learning delivery (that is, blended, fully-online or face-to-face);  \n- Students’ preferences for social media used as a learning tool; and  \n- Students’ preferences for educational technologies.  \nThis research (N=66) was an exploratory case study, where mixed (quantitative and qualitative) data was collected from a randomized student sample generated through the institutional Learning Management System (LMS) based on student enrolments in the second half of 2014.  \nAims of the Study  \nThe use of technology in education is often described with much passion and hyperbole (Henderson, Selwyn, Finger, & Aston, 2015) and many of the subsequent myths that surround this rhetoric are promulgated by academics and students alike. One of the issues of most concern with this approach are the underlying presumptions that not only is learning taking place with technology, but also that it is actually being driven by technology (Selwyn, 2016) . The principal aim of this study is to challenge one of these presumptions, that is the misconception that students demand advanced technology from their teachers (P","cbCaidBNiU5FrpCD","https://ap.wps.com/l/cbCaidBNiU5FrpCD","pdf",483841,14,"English","# Abstract\n# Introduction\n# Aims of the Study\n# University Students and Technology","[{\"question\":\"What dimensions of technology-enhanced learning does the study examine?\",\"answer\":\"It examines students’ preferences for instructional mode (blended, fully-online, or face-to-face), preferences for social media as a learning tool, and preferences for educational technologies.\"},{\"question\":\"How was data collected for this research?\",\"answer\":\"The study uses an exploratory case study with mixed quantitative and qualitative data from a randomized student sample generated through the institutional learning management system. It also includes an online survey of 66 students about engagement with educational technologies and learning formats.\"},{\"question\":\"What key finding challenges the idea of “digital natives” needing constant entertainment?\",\"answer\":\"The findings confirm students often use educational technology in a narrow way and rarely engage unless the tools are integral or they are familiar and perceive usefulness. The study also finds no evidence that students need constant entertainment.\"}]","What Do Students Want? Making Sense of Student Preferences in Technology-enhanced Learning | PDF",1792089447,35]