Issues of using ICTs in higher education
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The document discusses the use and challenges of information and communication technologies (ICTs) in higher education, focusing on both student and staff perspectives. It reveals concerns over ethical issues, access difficulties, and the impact of social media on academic performance and engagement, while advocating for a deeper understanding of the dualities of formal and informal learning environments. The study suggests the need for targeted case studies and policy considerations to address the complexities of ICT integration in educational settings.
![Results - Music
Music staff were generally positive about the use of ICTs in higher education, and
regularly engage with social media:
“I will openly admit that I use Facebook with my students because they respond to that, and they know
that if I want to get in touch with them …”
“I think they’re beneficial to students because that’s the real world and that’s the way it’s moving … it’s a
lot quicker and instant to speak to people using those technologies.”
However, there were reservations about how it is used to communicate with
students:
“I’m on the other end of that [scale] we use Blackboard (virtual learning environment), that’s how I
communicate with my students. I’m not against using Facebook but it would have to be a specific
Facebook page set up for the department.”
“It’s social media. It’s called social media for a reason. It’s for social purposes, not for educational
purposes. Again, it is just privacy really …”](https://image.slidesharecdn.com/pres1socialmediabfinal19-06-141-141114074917-conversion-gate02/85/Issues-of-using-ICTs-in-higher-education-11-320.jpg)
Issues of using ICTs in higher education
- 1. Issues of Using Information Communication Technologies in Higher Education Paul G. Oliver, Emma Clayes Perth College, University of the Highlands & Islands, UK
- 2. Background • Informal conversations with colleagues regarding use of ICTs on different courses. • Practical issues and ethical issues. • Important for HEIs to adapt to new developments in technology (Khedekar, 2013). • ICTs are defined as technologies that provide access to information through telecommunications. • These include: email, virtual learning environments, social networking sites, social mobile apps, user generated content sites and video-conferencing. • The aim of this paper is to better understand how ICTs are used in HE, by both students and academics. • Genuine lack of academic research in this area.
- 3. • Reynol (2013) found a complex relationship between use of Facebook and student engagement, as some Facebook activities were positive predictors of student engagement yet others were negative. • Reynol (2013) also found that overall Facebook activity is negatively related to academic performance and time spent preparing for class. • Gikas and Grant (2013) carried out student focus group interviews and found students are concerned about the lack of formal training or support given by their institutions. • Deng and Tavares (2013) felt students are more active on Facebook compared to the institution’s VLE, it is not clear whether this is due to enhanced user interface features or simply more natural tendencies. • Veletsianos and Kimmons (2013) highlighted important ethical concerns regarding personal and professional responsibilities, boundaries and concerns regarding the nature of communications online and whether this was an efficient use of time. Literature
- 4. Rationale and Questions • These studies highlight common concerns that have arisen regarding the use of ICTs in education, although ethics and views of staff involved are two areas that have been somewhat overlooked. • We decided to compare student and staff views of ICTs focusing on practical and ethical issues using a focus group method in two different subject areas: Music and Social Sciences. Questions: 1. What kind of communication technologies and/or mobile applications do you use? 2. What do you think are the benefits of communication technologies in education? 3. What do you think are the problems concerning the use of communication technologies in education? 4. What are the reasons you might not use specific types of communication technologies? 5. Do you think there are any ethical issues surrounding the use of communication technologies in education? 6. Are there any practical issues you think are important to consider when using these technologies in education 7. How do you think communication technologies could be improved for the purposes of education?
- 5. Method • The method used to carry out this study was the survey method, specifically focus groups designed to interview groups of four people. • The focus groups were designed to last around 15 minutes and were structured around the questions posed. • Quota sampling was used to target and recruit specific types of participants in order to fulfill the overall aims of this study. • Two staff focus groups were conducted (one music, one social science) and four student focus groups were conducted (two music, two social sciences) at Perth College UHI (University of the Highlands & Islands). • One researcher led the focus groups from the respective subject areas asking identical sets of questions for each focus group. • Conversations transcribed and key themes identified regarding positive/negative aspects of ICTs in general.
- 6. Results • Only staff seemed concerned about ethical issues such as inclusion in terms of all students being able to access the different types of technology used. • Interesting practical issues regarding ease of access as a large majority in all groups experienced problems accessing the institution’s virtual learning environment (and email) and thus missing notifications from education technologies that seem much easier on social media sites. • Nonetheless, many expressed concern at the increase of distractions when using social media in education.
- 8. Results – Social Sciences Social Sciences staff were fairly positive regarding the use of ICTs in higher education, particularly social media, although some concerns arose particularly regarding the functionality of the institution’s learning environment and that students must get used to virtual learning environment being offered: “As a general thing is that we are supposed to be preparing students for the place of work so that does not mean they get to choose what they use at work. They will be told they are to use this, this and this.” Another frequent concern from staff members was the tone of communication in different environments and boundaries: “Of course another ethical concern with the likes of FB is you can introduce over familiarity between two people very easily as Z was saying. It is very easy to overstep that mark.”
- 9. Results – Social Sciences While staff members were generally positive they were also (unlike the student groups) wary of potential problems including inclusion (what happens if all students do not have access to social media for course information) and litigation (several instances of inappropriate conduct and even bullying on student group pages discussed). Yet again the majority expressed favourable views on the ease of access, particularly in comparison to the educational technology offered by the institution: “Easier to have a discussion on Facebook … discussions on blackboard take a lot longer to open different replies, can see all the replies and comments.” “I think it brings your peer group much closer together as people you may not speak that often you can easily contact through networking sites …”
- 10. Results – Social Sciences However, many were surprisingly in favour of traditional learning environments and bemoaned the distractions on offer in social media sites: “In a better frame of mind if in a designated learning environment …” “Find it difficult to concentrate if working from home with distractions like Facebook…”
- 11. Results - Music Music staff were generally positive about the use of ICTs in higher education, and regularly engage with social media: “I will openly admit that I use Facebook with my students because they respond to that, and they know that if I want to get in touch with them …” “I think they’re beneficial to students because that’s the real world and that’s the way it’s moving … it’s a lot quicker and instant to speak to people using those technologies.” However, there were reservations about how it is used to communicate with students: “I’m on the other end of that [scale] we use Blackboard (virtual learning environment), that’s how I communicate with my students. I’m not against using Facebook but it would have to be a specific Facebook page set up for the department.” “It’s social media. It’s called social media for a reason. It’s for social purposes, not for educational purposes. Again, it is just privacy really …”
- 12. Results - Music “When you can’t log into Webmail at home, that’s a problem, because there’s a lot of information passed through that. If you can’t access that, then it’s pretty useless … Yeah, when I’m at home I can’t log in.” The concept of staff inclusion was a theme throughout the discussion relating to social media groups that have been formed between students for peer support and their apprehension to include lecturers in those groups. There were mixed views on whether students would feel comfortable using social media as an alternative to contacting lecturers directly: “I wouldn’t use Facebook Chat to talk to lecturers.” “I did almost Tweet my lecturer this morning to say I was going to be late.“
- 13. Results - Music One solution to encourage the use of alternative ICTs in higher education, other than social media, was to ban Facebook and Twitter in the classroom, as students admit that it is a constant distraction. “For students to not use any social media as it’s a distraction … “ Another option was, either create a mobile app that feeds social media through it, or to integrate all ICTs into Facebook: “Or if social media was integrated into Blackboard that would be good.”
- 14. Conclusions • Overall, this study suggests that students and staff have important but different views with regards to the use of ICTs in education. • Access may be critical, but the most important finding from this study may be to highlight the potential problems that institutions may face with regards to ethical and practical issues. • Need more detailed case studies of subjects/modules to gather objective measures of social media/VLE use e.g. frequency, content of messages, grades • Consider use of current policies (e.g. Perth College regarding use of social media) • But would a more formal set up work? Perhaps nature of media necessitates informal set up and use- as long as appropriate alternatives in place? • Is it possible to set up features on institution VLE to obtain best of both worlds? • While this study highlights important practical issues regarding accessibility, and the lack of knowledge surrounding ethical issues, the most fruitful area of research may lie in ascertaining the distinction between formal and informal learning environments (as highlighted by Deng and Tavares, 2013) and investigate the relative importance for both staff and students