student-opinions-tech

5 student opinions about higher education you should know


Today’s student opinions reveal what they really think about online learning, digital resources and much more.

As colleges and universities become increasingly focused on student services in order to attract and retain students, it’s never been more important to gauge how students feel about some of the larger, innovative—and often tech-based—initiatives leadership spends copious amounts of time and money supporting on campus.

Recent large-scale studies in 2016 have yielded surprising findings on how students feel about a number of trendy higher education projects and implementations, ranging from how they feel about the many components of online learning to the technology offered on campus overall.

By informally examining a handful of recent eCampus News stories on these reports, there are five student opinions on growing higher education initiatives that seem especially noteworthy due to the studies’ representative size of students surveyed, as well as their topic focus:

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1. Students say campus technology needs a major overhaul.

According to a recent multi-national research study on students’ perceptions of their campus technology, thanks to a lack of digital options and tedious online protocols part of many campus technology initiatives, students say they study less and think less of their university. Key takeaways from the report include that one-third of students feel student administration systems do not meet their expectations, making them less likely to recommend the institution; 7 in 10 students would recommend that their universities review and change its digital strategy; and 44 percent said they would have a better experience if they could interact more digitally with their university, and 45 percent would be more likely to recommend their university if digital interaction was better. Read more about the study here: http://www.ecampusnews.com/technologies/students-campus-technology/

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2. Students are open to using more digital materials, but they want campus support and an end to access code costs.

When it comes to the use of digital resources, students say they prefer studying with paper materials, but also expect resources and texts to be available online for anytime, anywhere access, according to a recent Pearson report; 57 percent of student surveyed prefer learning on paper, while 56 percent would prefer to have learning materials accessible online. Also, 57 percent of students surveyed feel that it is the responsibility of the institution to help them make the shift from print-based learning materials to digital course materials and courseware. Read more about the Pearson survey here: http://www.ecampusnews.com/community-college-2/can-digital-learning-solve-higher-educations-problems/

One of the ways students would like more support for digital materials is through the inclusion of learning analytics within these digital assets. According to a recent Hanover Research survey sponsored by McGraw-Hill Education, 87 percent of surveyed college students said having access to learning analytics on their academic performance can positively impact their learning experience. Students’ desire for instant feedback, such as the kind they receive through social media, could be a significant asset when it comes to studying with the help of learning analytics technology, concluded the new research. Read more about student opinions on learning analytics here: http://www.ecampusnews.com/top-news/students-learning-analytics-547/

However, while students are open to using more digital resources, they are also wary of publishers monopolizing access codes. Access Denied, a new report from the Student PIRGs, recently investigated the growth of online access codes on campuses across the nation. Access codes are serial numbers that allow students to unlock online learning software. These platforms often contain digital books, homework assignments, quizzes, tests, and more. The access code, once registered, becomes null and may not be used by a different student in a different course or semester. Though the high cost of textbooks and course materials has prompted many faculty to move to free online resources, a majority students who wish to unlock course-specific required online learning resources are still faced with costly access code fees—and they’re not pleased. Read more about student opinions on access codes here: http://www.ecampusnews.com/news/access-codes-monopoly/

(Next page: 3 more student opinions on higher education worth knowing)

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3. Students love using technology, but have zero interest in IT-based careers.

According to recent data, Gen Z demands that devices and software—and the support required to use them—be woven into their daily lives; yet, most of this digital native generation has no interest in having an IT career. So who, exactly, will provide the technology and support needed to satisfy the future generation? It’s yet another cold water splash on the STEM fields that have been in crisis in the U.S. for years. However, unlike the somewhat vague notion of there being less engineers and mathematicians to better the collective intelligence and innovation of a nation, the fact that almost none of the future generation have any interest in information technology (think: computers, the internet, software systems, telecommunications, data analysis, electronic engineering) will have a direct, negative impact on not only individual consumers, but on entire ecosystems (like higher education) that are becoming increasingly dependent on IT.

Gen Z’s lack of interest in IT was revealed as part of CompTIA’s Managing the Multigenerational Workforce study, based on over 1,000 teens and young adults aged 13-24. According to the study released earlier this year, 21 percent of 13-17 year-olds say they are not interested in an IT career, a number that jumps to 26 percent at 18-24 years-old. And while 19 percent of 18-24 year-olds are interested in an IT career, the report stresses that this is not a high enough percentage. “This is largely a result of the information students receive about their careers,” emphasizes the report. “Among 18-24 year-olds who said they were not interested in an IT career, the primary reason for the lack of interest was not having enough information about the field.” Read more about the research here: http://www.ecampusnews.com/technologies/it-career-genz-112/

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4. College and university web presence has never been more important than now with today’s prospective students. But many college and university websites don’t meet their standards.

According to admissions experts, officials in these departments are increasingly working to connect with an elusive new applicant demographic: the “stealth student,” or a student whose first contact with a school’s admissions department is when they submit an application based on what information they find online. The rise of the stealth student should come as no surprise in today’s “Uber of everything” world. For today’s current high school students—born into a world where just about everything is online—doing their own research about where to apply for college is second nature. Therefore, it’s critical that institutions support an informative, easily-searchable web presence. Read more about the stealth student and their needs here: http://www.ecampusnews.com/featured/featured-on-ecampus-news/stealth-student-admissions/

Yet, new year-long research reveals that many college websites turn away prospective students. Web development company KDG examined prospective students’ experiences with dozens of college and university websites. Using one-on-one user tests, focus groups, and user-experience studies, KDG asked hundreds of prospective students to provide feedback on their experience with college websites based on the following criteria: usability, uniqueness, focus, and message retention—especially as compared with competitive schools. “When we reviewed the data, we found that prospective students are no longer forgiving of sites that fail them in certain key areas,” explained David. “Traditional prospective students have grown up in a world that sees the usability, simplicity, and readability of Facebook and Buzzfeed to be the standard. Websites have to compete with that standard and do it successfully.” For the characteristics that students say turn them off, as well as how to improve, read the full story here: http://www.ecampusnews.com/featured/featured-on-ecampus-news/college-website-mistakes/

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5. Students have often contradictory demands for online learning programs; so, good luck! But here are 10 overall characteristics they like.

According to research conducted by Learning House and Aslanian Market Research of 1,500 individuals part of higher ed online learning programs nationwide, higher ed online learning students expect a lot from their programs; but while every student has their own unique expectations and desires, there are 10 overall characteristics most every student surveyed said they would like to see in their online learning programs; for example, an ability to help their career path, choices for personalization, flexible policies and procedures, and more. For the full recommendations, read here: http://www.ecampusnews.com/top-news/students-online-learning-277/

 

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