翻译《07 便利、通讯、控制：学生如何使用技术》

Convenience, Communications, and Control: How Students Use Technology

便利、通讯、控制：学生如何使用技术

Robert B. Kvavik

罗伯特·瓦维克

EDUCAUSE Center for Applied Research and University of Minnesota, Twin Cities

EDUCAUSE 应用研究中心和明尼苏达大学双子城分校

© Robert B. Kvavik

版权所有©罗伯特·瓦维克

Introduction

前言

Much has been made about the new generation of technology-savvy students currently in and entering college. These students possess unprecedented levels of skill with information technology; they think about and use technology very differently from earlier student cohorts. They are characterized as preferring teamwork, experiential activities, and the use of technology. Prensky calls them "digital natives," referring to the fact that they have grown up with technology as opposed to "digital immigrants" who did not.^1a,b

很多人认为，当前已经进入和正要进入大学的学生，都是擅长技术的新一代学生。这些学生拥有前所未有的信息技术技能水平，他们思考、使用技术的方式，与早期学生完全不同。他们的特点是喜欢团队合作、体验活动、运用技术。普林斯基称他们为“数码原住民”，指的是他们与技术一同成长，与之相对的是“数码移民”，他们就没有与技术一同成长。

Jason Frand observed that today's young students take technology for granted and that staying connected is a central part of their lives. Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.² Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used.³

贾森·弗伦德认为，今天的年轻学生利用技术获得并保持联系，是他们生活中的核心部分。实践比知道更重要，学习是通过反复试验完成的，而不是靠逻辑分析和遵守规则。同样，保罗·哈格纳发现，这些学生不仅具有使用这些新的通信形式必要的技能，而且对这些新通信形式的用途抱有的期望，日益增加。

The assumption of the technology literate undergraduate student population needs to be demonstrated with quantitative data. Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation. A study by the EDUCAUSE Center for Applied Research (ECAR), using both quantitative and qualitative data, addressed four questions:

假定大学生需要的技术素养可以通过量化数据证明。迄今为止大部分工作，有趣有吸引力，非常直观，大部分以量化数据和观察为基础。EDUCASE 应用研究中心（ECAR）的一项研究，同时使用了量化数据和定性数据，探讨四个问题：

• What kinds of information technologies do students use, and what are their preferences?


• 学生使用什么样的信息技术，他们喜欢什么技术？
  
  


• With what levels of skill are they using these technologies?


• 他们使用技术达到什么样的技术水平？
  
  


• How does this use contribute to their undergraduate experience?


• 使用技术是如何帮助他们的本科学习的？
  
  


• What value does the use of information technology add in terms of learning gains?


• 使用信息技术在学习收益方面有什么价值？
  
  

Student Demographics

学生人口统计

This study presents the responses of 4,374 students who replied to a 2004 survey. The students were mostly traditional-age college students from 13 institutions in five states. Ninety-five percent of the students were 25 years old or younger. Ninety-five percent were enrolled full-time; the other 5 percent were enrolled part time. Students surveyed were either freshmen or seniors. Forty-five percent of the students surveyed reported living on campus.

本项研究呈现了二〇〇四年调查中四千三百七十四名学生的答复。这些学生大多属于五个州的十三所传统教育机构在校大学生。95%的大学生年龄不高于二十五岁。95%就读全日制，其余5%半工半读。受访学生新老学生都有。45%受访学生称住在校内。

The institutions included in the survey were

本次调查包括的教育机构有：

• Colgate University


• Drexel University


• University of California, San Diego


• University of Minnesota, Crookston


• University of Minnesota, Twin Cities


• University of Wisconsin–Colleges


• University of Wisconsin–Eau Claire


• University of Wisconsin–La Crosse


• University of Wisconsin–Madison


• University of Wisconsin–Milwaukee


• University of Wisconsin–Oshkosh


• University of Wisconsin–Stout


• University of Wisconsin–Whitewater


• 科尔盖特大学


• 德雷克塞尔大学


• 加州大学圣地亚哥分校


• 明尼苏达大学克鲁克斯顿分校


• 明尼苏达大学双子城分校


• 美国威斯康星大学学院


• 威斯康星大学欧克莱尔分校


• 威斯康星大学拉克罗斯分校


• 威斯康星大学麦迪逊分校


• 威斯康星大学密尔沃基分校


• 美国威斯康星大学奥什科什分校


• 威斯康星大学斯托特分校


• 威斯康星大学白水分校

Student Use of Technology

学生对技术的使用

There is an inexorable trend among college students to universal ownership, mobility, and access to technology.

在大学生对于技术的普遍所有权、流动性和获取上，有一个必然的趋势。

Ownership

拥有设备

Fully 93.4 percent of 4,374 students surveyed at 13 higher education institutions in 5 states owned a computer. We found that 70.7 percent of the senior respondents and 57.1 percent of the freshmen respondents reported ownership of a personal desktop computer; 38.5 percent of the senior respondents and 52.7 percent of the freshmen respondents owned laptop computers. Personal digital assistants (PDAs) were owned by only 11.9 percent overall, with male students more likely to own a PDA than female students. Cell phones were owned by 82 percent of the students, with femles (84.7 percent) more likely to own one than males (77.7 percent).

五州十三所高等教育机构的四千三百七十四名受访学生当中，高达93.4%拥有计算机。我们发现，70.7%的受访老生和57.1%的受访新生称，拥有自己的台式机，38.5%的受访老生和52.7%的受访新生称，拥有自己的笔电。整体的11.9%的人拥有个人数字助理（PDA），男学生比女学生更喜欢持有PDA。移动电话的持有率达到82%，女生（84.7%）比男生（77.7%）更喜欢手机。

Internet Access

访问互联网

All of the students in this study had access to the Internet. Freshmen students, who most often reside on campus, access the Internet using university networks (82.2 percent). Seniors used commercial access most often (56.4 percent). More than 81 percent of students had access to broadband service, either through commercial or university sources, while 18.5 percent used modems.

本项研究的所有学生全都上过网。新生大多住在校内，使用校园网访问互联网（82.2%）。老生更多使用商业网络访问互联网（56.4%）。通过商业或学校来源，超过81%的学生能够获得宽带服务，还有18.5%使用调制解调器。

Use of Technology

使用技术

Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication. Students reported using computers for writing documents (99.5 percent) and e-mails (99.5 percent), followed by surfing the Internet for pleasure (97.2 percent) and for classroom activities (96.4 percent). Students reported using technology for creating/editing video and audio and for creating Web pages the least.

问到学生在他们使用电子设备上来干什么。他们说使用技术首先是出于教育目的，其次是为了通讯。学生称，使用计算机写作（99.5%）、收发邮件（99.5%），其次是网络冲浪玩耍（97.2%）和课堂活动（96.4%）。学生报告，很少使用技术创建/编辑视频音频、建立网页。

Hours of Technology Use

使用技术的时间

By a wide margin, students said that they used a computer first for doing classroom activities and studying (mean of 4.01 on a scale where 1 represents "do not use," 2 represents less than one hour weekly; 3 represents 1–2 hours; 4 represents 3–5 hours; 5 represents 6–10 hours, and 6 represents 11 or more hours per week). Students used the computer approximately 2–5 hours a week for writing documents, surfing the Internet for pleasure, e-mailing, using instant messaging, using an electronic device at work or downloading/listening to music or videos. Other activities such as completing a learning activity, playing games, creating spreadsheets, and creating presentations (including Web sites) occupied an average student's time less than 2 hours per week (see Table 1).

由于有广泛的回旋余地，学生说，他们使用计算机首先是为了完成课堂活动和学习（1表示“不使用”，2表示“少于每周一小时”，3表示1-2小时，4表示3-5小时，5表示6-10小时，6表示每周十一小时以上。学生平均得分4.01）。学生大约每周2-5小时用计算机编写文档，上网冲浪玩耍，收发电子邮件，使用实时聊天，使用电子设备工作、下载/收听/收看音乐、视频。其他活动诸如完成学习活动、玩游戏、制作电子表格、制作演示文稿（含网页）在学生平均时间中，少于每周2小时（见表一）。

Table 1. Activities and Hours Spent

表一、各种活动及花费时间

Activities	Mean*
Classroom activities and studying using an electronic device	4.01
Writing documents (word processing)	3.76
Surfing the Internet for pleasure	3.47
Creating, reading, sending e-mail	3.47
Chatting with friends or acquaintances using instant messaging	3.45
Using an electronic device (computer, Palm device) at your place of employment	3.31
Downloading or listening to music or videos/DVDs	3.15
Completing a learning activity or accessing information for a course using course management systems	2.48
Using a university library resource to complete a class assignment	2.46
Playing computer games	2.39
Creating spreadsheets or charts (Excel)	2.07
Online shopping	2.06
Creating presentations (PowerPoint)	1.82
Creating graphics (Photoshop, Flash)	1.79
Creating Web pages (Dreamweaver, FrontPage)	1.39
Creating and editing video/audio (Director, iMovie)	1.34

.

活动	得分*
使用电子设备进行课堂活动和学习	4.01
编写文档（文字处理）	3.76
上网冲浪玩耍	3.47
创建、阅读、发送电子邮件	3.47
使用实时聊天工具与朋友熟人聊天	3.45
在工作场所使用电子设备（计算机、个人数字助理）	3.31
下载、收听音乐、视频/DVD	3.15
使用课程管理系统完成学习活动、获取课程信息	2.48
使用大学图书馆资源完成课业	2.46
玩电脑游戏	2.39
创建电子表格或图表（Excel）	2.07
在线购物	2.06
创建演示文稿（PowerPoint）	1.82
创建图像（Photoshop, Flash）	1.79
创建网页（Dreamweaver, FrontPage）	1.39
创建、编辑视频/音频（Director, iMovie）	1.34

*Scale: 1 = do not use, 2 = less than an hour, 3 = 1–2 hours, 4 = 3–5 hours, 5 = 6–10 hours, 6 = 11 or more hours

*评分等级：1表示“不使用”，2表示“少于每周一小时”，3表示1-2小时，4表示3-5小时，5表示6-10小时，6表示每周十一小时以上。

These findings are supported by the qualitative data. When interviewed, students reported making heavy use of a computer for communication, but that was secondary to their use of the computer for schoolwork.

这些发现得到定性数据的支持。访谈时，学生称，在联络的时候大量使用计算机，但这只排第二，用计算机最多的是学校功课。

We found that the highest computer use was in support of academic activities and that presentation software was driven primarily by the requirements of the students' major and the curriculum. Students reported strong use and skill levels in support of communications and entertainment. As one student commented, "I would feel very disconnected and lost if my laptop and cell phone were taken away from me. However, had I never been introduced to them, I may not rely on them as much as I do now. Still, I believe they are very useful tools, especially for communication."

我们发现，计算机最多用来支持学术活动，使用演示文稿软件主要是因为学生的主专业和课程需要。学生称，通讯和娱乐的同时能够强化使用、增进技能。正如某学生解释的，“如果不带笔电和手机，我会感到非常脱节。然而，如果我一开始就没用他们，我可能不会像现在这样依赖他们。尽管如此，我仍然相信他们都是非常有用的工具，特别是在沟通方面。”

Factors that explain hours of use fall into the following categories: academic requirements, class status, gender, and age. Academic usage is strongly related to the student's academic major and class status (senior/freshman). Communications and entertainment are very much related to gender and age.

解释使用时间的因素包括以下几个方面：学术需求、年级、性别、年龄。学术用途与学生的主专业以及年级（老生/新生）密切相关。通讯与娱乐跟性别、年龄高度相关。

The significance of student major is supported by both survey data and findings from the qualitative interviews. From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.

学生主专业的重要性，得到了调查数据和来自定性访谈的发现，两方面的支持。通过学生面试，得出这样一个印象：学生使用技术，是因为受到主专业需求和学生所用类别的驱使。老生报告比新生在计算机上花的时间更多，他们还报告，在工作场所使用计算机的比例更高。老生在计算机上每周花费数小时，用以完成教学活动，在更高级的应用——电子表格、演示文稿、图形——上花的时间也更多。

Men, and especially the youngest men in our sample, were more likely to spend more hours playing computer games, surfing the Net, and downloading music. Women spend more time communicating. Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.

我们样本中的男性，尤其是年轻男性，更有可能花费数小时玩电脑游戏，网络冲浪，下载音乐。女性花费更多时间交流。家长怀疑的是正确的，学分最低的学生把更多的时间都用在玩电脑游戏上，学分最高的学生每周花费数小时用来支持课堂活动。在尼苏达大学克鲁克斯顿分校，学生用计算机支持课堂活动的时间最多。这可能反映了课程的精心设计，从而可以广泛使用笔电。总之，学生的课程技术需求和主专业导向，促使学生学习使用特定软件。

Level of Skill

技能水平

Undergraduate students need to develop two types of skills: information literacy or fluency and the technical skills needed to use the tools. Defining technology skills is difficult because of rapid changes in software that require new and different skills. Recognizing this dynamic, the National Research Council in 1999 defined technology fluency,⁴ and our research is premised upon their definition.

大学在校生需要发展两种类型的技能：信息素养、信息表达能力，和使用工具需要的技术技能。技术技能很难定义，是因为软件的快速变化，不断需要新的不同的技能。认识到这种动态性，国家研究理事会在一九九九年定义了技术表达能力，我们的研究就是建立在其定义之上的。

When asked about the level of skill they felt they had attained for each application, students rated themselves highly skilled in the use of communications, word processing, and the Internet (see Table 2). On a scale where 4 = very skilled, 3 = skilled, 2 = unskilled, and 1 = very unskilled, the means for e-mail, instant messenger, word processing, and Web surfing were all greater than 3.0. They rated themselves least skilled on graphics (mean = 2.45), creating Web pages (mean = 2.17), and creating and editing audio and video (mean = 2.07). Seniors tended to rank themselves higher than freshmen with tools such as PowerPoint and spreadsheets. The student's major had a significant influence, with the highest skills reported by business, engineering, and life science students. While the quantitative data indicate that students say they have the skills they need, in the qualitative interviews student skills seemed more problematic. The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.

当问及学生，他们认为自己在各个应用程序上达到什么技能水平，学生给自己打分最高的是通讯、字处理和网络技能（见表二）。在这里，4=非常熟练，3=熟练，2=不熟练，1=非常不熟练。电子邮件、实时聊天、文字处理、网页冲浪的平均得分都高于3.0. 他们给自己评分最低的技能是图形技能（平均得分=2.45）、创建网页（2.17分）、创建编辑音频视频（2.07分）。老生在演示文稿电子表格等工具，给自己的评分往往高于新生。学生的主专业有明显影响，技能得分最高的是商业、工程、生命科学的学生。虽然定量数据表明，学生说他们具有他们需要的技能，但是在定性访谈中，学生技能似乎有很多问题。访谈显示，学生熟练掌握基本办公套件应用程序，但是往往只知道完成功课的足够技能，他们很少有深入的应用程序知识，也没有即决问题的技能。

Table 2. Levels of Skills Attained

表二、达到的技能水平

Application	Mean*
E-mail	3.60
Instant messenger	3.54
Word processing	3.53
Web surfing	3.47
Presentation software (PowerPoint)	2.90
Online library resources	2.88
Spreadsheets (Excel)	2.86
Course management systems	2.83
Graphics (Photoshop, Flash)	2.45
Creating Web pages (Dreamweaver, FrontPage)	2.17
Creating and editing video/audio (Director, iMovie)	2.07

.

应用	均分*
电子邮件	3.60
实时聊天	3.54
文字处理	3.53
网页冲浪	3.47
演示文稿软件（PowerPoint）	2.90
在线图书库资源	2.88
电子表格（Excel）	2.86
课程管理系统	2.83
图形（Photoshop, Flash）	2.45
创建网页（Dreamweaver, FrontPage）	2.17
创建编辑音频视频（Director, iMovie）	2.07

*Scale: 1 = very unskilled to 4 = very skilled

*等级：1=非常不熟练，到4=非常熟练

Sharon Fass McEuen's study of student technology skills at Southwestern University in Georgetown, Texas, noted similar patterns.⁵ Skill levels were highest in the use of word processing, use of the Internet, and communications. They were significantly lower for specialized applications such as spreadsheets and presentation software. She also found much lower levels of skill in the maintenance of computers. According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.⁶

沙龙·法斯·麦克尤恩，在得克萨斯乔治敦西南大学对学生技术技能的研究中，注意到类似的模式。技能水平最高的有字处理、使用互联网、通讯。在一些特定应用程序如电子表格和演示文稿软件上，他们的技能水平相当低。他也发现，保养计算机的技能水平非常低。根据麦克尤恩的发现，学生技术技能可以比作写作技能：学生来学校学习如何写作，但他们并不成为作家。该比喻很适合信息技术，麦克尤恩认为，高校以对待写作相同的办法去对待信息技术。

As noted earlier, the highest levels of self-reported computer and application skills were among business students, engineering students, and life science students. But when we looked at graphics skills, having a fine arts or engineering major was associated with higher self-reported skills. What this suggests is that the major requires the development of higher-level skill sets with particular applications. Business students are more likely to use presentation applications and spreadsheets; arts students are more likely to use graphics applications. At the University of Minnesota, Crookston, all students are required to use PowerPoint to present their work. Not surprisingly, we found that Crookston students had the highest reported level of skills in PowerPoint.

如前所述，学生自我报告计算机和应用程序技能水平最高的，是商科、工科、生命科学学生。但是，当我们研究图形技能的时候，以美术和工科为主专业的学生，自我报告技能最高。这种情况表明，主专业需要培养特定应用程序更高水平的技能。商科学生更可能使用演示文稿程序和电子表格，艺术学生更容易使用的图形应用。在明尼苏达大学克鲁克斯顿分校，所有学生都必须使用演示文稿来展示他们的作品。毫不奇怪，我们发现克鲁克斯顿学生自我报告使用演示文稿的技能水平最高。

There is virtually no difference in reported skills by GPA, and differences among the 13 institutions in our study were minimal for every application when controlling for majors. One explanation may be that students rate themselves vis-à-vis their peers, so the variation in skill levels may not appear in our study. Conversely, using these applications might be like riding a bicycle for these students. Everyone can do it. Or it may confirm Garrison Keillor's observation about the upper Midwest—"everyone is above average."

在自我报告的学分技能上，实际上没有差别，在我们研究的十三所教育机构当中，在对主专业做出控制之后，每个应用程序的技能差别非常小。一种解释可能是学生对自己的评价是相对于其同伴的，因此技能水平的变化，有可能没有体现在我们的研究当中。反之，对于这些学生，使用这些应用程序就像骑单车一样。人人都能做。也有可能会证实加里森凯勒对上中西部的观察——“每个人都高于平均水平”。

Our quantitative data show that, in general, students say they have the skills they need. The qualitative data suggest a slightly different picture. Students have very basic office suite skills as well as e-mail and basic Web surfing skills. Moving beyond basic activities is problematic. It appears that they do not recognize the enhanced functionality of the applications they own and use.

我们的定量数据显示，一般而言，学生说他们具有他们需要的技能。定性数据则显示出一幅略有不同的图像。学生们拥有非常基本的办公套件技能，以及电子邮件和基本的网上冲浪技能。要超越基础活动就会有问题。看来，他们并没有认识到他们使用的应用程序的高级功能。

The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.⁷ Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."⁸

学生信息技术技能自我评估的比较文学表明，学生高估自己的技能。新生比老生更加高估自己的技能，男生比女生更加高估自己的技能。我们的数据支持这些结论。朱迪·多尔蒂，科尔盖特大学学生技术资源组主任，这么评论学生技能评估，“大学生在其就业申请中声称，他们即便不是最好也算很好，一旦测试他们的技能，普遍都很差，需要大量培训。”

Professor Larry Rudnick of the University of Minnesota, Twin Cities, noted that one danger of the computer, especially for those students who expect the computer to give them an instant answer, is that it always comes up with an answer, even if that answer is wrong.⁹ Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.¹⁰

明尼苏达大学双子城分校的拉瑞·鲁德尼克教授指出，计算机是个祸害，尤其是对那些指望计算机能给他们现成答案的学生。计算机总是能给出答案，但它根本不管答案是否正确。明尼阿波利斯-圣·保罗《明星论坛报》的玛丽·简·斯梅坦卡报告，有些学生过分依赖在计算机上通过按按钮解决问题，他们解决问题的办法是漫无目的的冲动，而不是有条不紊地工作。反过来，这会让解决问题更加困难。

A student technology service worker at the University of Wisconsin–Milwaukee observed that students "mystify" technology and some are "afraid to putz." The aversion to experimentation seems driven by a fear of doing damage to their machines and applications. One Colgate student stated, "I know that I am clueless. I am so afraid. I am petrified that I am going to do something wrong." This student described how he was trying to get rid of some of the viruses on his computer and somehow deleted the driver for his sound card. No one had been able to get it back for him.

威斯康星大学密尔沃基分校的学生技术服务工作者注意到，学生“神秘化”技术，有些“害怕犯错”。厌恶试验似乎是因为害怕损坏自己机器或软件。一名科尔盖特大学学生声称，“我知道我小白。我非常害怕。我非常害怕自己做错什么。”这名学生介绍了他是如何尝试清除自己计算机上的一些病毒，最后却不知怎的删除了声卡驱动。没人能帮她救回来。

In short, institutions need to provide ample opportunity for training of students. It cannot be assumed that they come to college prepared to use advanced software applications.

总之，教育机构要为学生提供充足的培训机会。不能假设他们进大学的时候就会使用高级软件应用。

Information Technology in the Classroom

课堂中的信息技术

We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1). The mean (3.07), median (3.00), and mode (3) were squarely at the moderate level of preference for technology use on a scale of 1 to 5, with 1 being "I do not prefer the use of technology" to 5 being "I prefer taking courses that are taken totally online." We found that 30.8 percent of the students preferred taking courses that use extensive levels of technology. Least preferred (2.2 percent) were courses that are delivered entirely online. Nevertheless, 25.6 percent of the students preferred limited or no use of technology in the classroom.

我们希望发现网络世代学生喜欢使用技术的课堂。事实上我们发现的是一条钟形线，偏向于在课堂里适当运用技术（见图一）。平均值（3.07），中位数（3.00），众数（3），体现了技术使用偏好的适当水平。分值从1到5，1是“我不喜欢使用技术”，到5是“我喜欢上完全上网的课”。我们发现，30.8%的学生喜欢广泛运用技术的课程。最不喜欢（2.2%）的是完全在线课程。然而，25.6%的学生喜欢在课堂限制或不使用技术。

Figure 1. Student Preference for Use of IT in Classes (N=4,363)

图一、学生对在课堂中使用信息技术的喜好态度（N=4363）

One student captured the respondents' mixed opinions on technology in the classroom, noting, "Information technology is just a tool. Like all tools, if used properly it can be an asset. If it is used improperly, it can become an obstacle to achieving its intended purpose. Never is it a panacea." Another commented, "I think universities should ease up on pushing information technology. I have an associate's degree in computer science, and, yes, I am a Luddite." Conversely, one enthusiastic student commented, "I love information technology. It has helped me to grow tremendously academically this year and it strengthened my relationships with teachers, classmates, and friends." Another noted that technology made the faculty member seem more detached.

一学生抓住了受访者对于在课堂中使用技术的混合态度，指出“信息技术只是个工具。跟其他工具一样，正当使用就能有收获。不当使用就有可能妨碍使用目标。他永远都不是灵丹妙药。”另一位解释道，“我认为大学应该放缓对信息技术的推动。我有一个计算机科学的第二学位，以及，是的，我是一名勒德分子。【按：强烈反对提高自动化的人】”相反，热爱技术的学生解释，“我爱信息技术。今年在学术上他帮助我取得巨大进步，也巩固了我与老师同学和朋友的关系。”另一位指出，技术可以让教师看上去更超然。

For many, Luddite or not, information technology in the classroom is problematic in that it undermines face-to-face contact and has little impact on their learning. "I feel like I have lost part of the vital student-teacher connection."

对许多人而言，无论是否勒德分子，教室中的信息技术都存在问题，破坏了面对面联系，对学习的影响很小。“我觉得我已经丢失了很多富有活力的师生联系。”

The following factors were considered in evaluating students' preferences:

考虑用以下因素评价学生的喜好：

• Previous experience with the use of technology in the classroom


• 在课堂使用技术时，以前经验的作用
  
  


• Faculty skill using technology


• 教师使用技术的技能
  
  


• Hours students use technology


• 学生使用技术的时间长短
  
  


• Perceived levels of skill using computers by the respondents


• 受访者使用计算机的技能认知水平
  
  


• Institution


• 教育机构
  
  


• Major


• 主专业
  
  


• GPA


• 标准学分
  
  


• Demographics


• 人口统计学

A student's previous positive experiences in the classroom had a beneficial impact on the preference for classroom technology. It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits. This may explain why seniors had a higher preference level for the use of technology in the classroom than did freshmen.

学生以前在课堂中的正面经验，对教室技术的偏好有着积极影响。这不奇怪，如果教师技术用得好，学生就会体会到技术的好处。这也许可以解释，为什么对于在课堂使用技术，新生要比老生的喜欢程度更高。

A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).

学生的主专业对于在课堂使用技术的偏好，也有重要影响（见表三），工科学生喜欢教室技术的比例最高（67.8%），接下来是商科学生（64.3%）。

Table 3. Preferences for Technology by Major

表三、主专业对于技术偏好的影响

Discipline	Prefer No Technology	Prefer Limited Technology	Prefer Extensive Technology
Engineering	4.8%	24.4%	67.8%
Business	1.3%	28.2%	64.3%
Life sciences	4.8%	35.3%	56.3%
Physical sciences	5.7%	40.9%	51.8%
Social sciences	7.9%	44.4%	44.2%
Education	3.5%	47.9%	42.9%
Humanities	7.7%	47.9%	40.2%
Fine arts	9.0%	46.9%	39.3%

.

学科	喜欢不用技术	喜欢限制技术	喜欢广泛使用技术
工科	4.8%	24.4%	67.8%
商科	1.3%	28.2%	64.3%
生命科学	4.8%	35.3%	56.3%
物理科学	5.7%	40.9%	51.8%
社会科学	7.9%	44.4%	44.2%
教育	3.5%	47.9%	42.9%
人文科学	7.7%	47.9%	40.2%
美术	9.0%	46.9%	39.3%

We also found minor gender differences in preference for the use of technology in the classroom (see Figure 2).

我们也发现，在课堂使用技术的偏好，存在较小的性别差异（见图二）。

Figure 2. Student Preference for Use of IT in Classes by Gender

图二、按性别区分学生对教室使用信息技术的偏好

When analyzing students' preferences for classes using technology, a student's GPA was not a significant factor. Students with lower GPAs preferred classes using technology equally with those students with higher GPAs, with the exception of students with the highest grade point averages (3.51–4.00), who modestly preferred less technology in the classroom.

在分析学生对教室中使用技术的偏好时，学生的平均标准分并不是个重要因素。喜欢在课堂中使用技术的低分学生，和高分学生人数一样多，例外的是，最高平均标准分（3.51-4.00）的学生，偏爱在课堂中谨慎使用少量技术。

Students were asked how technology affected various classroom activities. The highest scoring affect was "helped me to better communicate with the instructor," with a mean of 3.85 (Table 4).¹¹ Other responses with a mean over 3.60 included "resulted in prompt feedback from the instructor," "helped me communicate and collaborate with my classmates," and "I primarily use information technology in courses to improve the presentation of my work." The highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts). Time-on-task and grading outcomes were shown to be more neutral from the perspective of the respondents, with means as low as 3.04.

问及学生技术是如何影响各种课堂活动。得分最高的影响是“帮助我与教师更好的沟通”，平均分3.85（表四）。其他平均分超过3.60的其他回应包括“得到教师的快速反馈”、“帮助我与同学沟通合作”、“我在课程中使用信息技术，主要是为了更好的展示我的工作”。得分最高的是改善沟通，接下来与管理课堂活动有关。影响较低的活动是对课堂素材（复杂概念）的领悟。所用时间和评价成果，已证明对受访者的观点没有什么影响，平均分低至3.04

Table 4. Effect of IT on Class Activities (N=4,374)

表四、信息技术对课堂活动的影响（N=4374）

Activity	Mean*
The use of information technology in classes has helped me to better communicate with the instructor.	3.85
The use of information technology in courses has resulted in prompt feedback from the instructor.	3.84
The use of information technology in courses has helped me communicate and collaborate with my classmates.	3.64
I primarily use information technology in courses to improve the presentation of my work.	3.61
The use of information technology in courses provides more opportunities for practice and reinforcement.	3.58
The use of technology in my classes met my expectations.	3.54
Classes that use information technology allow me to take greater control of my class activities.	3.45
The use of information technology in classes has helped me better understand complex or abstract concepts.	3.38
The instructors' use of technology in my classes has increased my interest in the subject matter.	3.25
Classes that use information technology are more likely to focus on real-world tasks and examples.	3.23
I spend more time engaged in course activities in those courses that require me to use technology.	3.22
I get better grades in courses that use information technology.	3.19
Faculty members need to give us more in-class training for information technology used in the class.	3.04

.

活动	平均分*
在课堂使用信息技术，帮助我与教师更好沟通。	3.85
在课堂使用信息技术，可以更快从教师得到反馈。	3.84
在课堂使用信息技术，帮助我与同学沟通合作。	3.64
我在课堂使用信息技术，主要是为了更好的展示我的工作。	3.61
在课堂使用信息技术，可以为实践和强化提供更多机会。	3.58
在课堂使用的技术满足我的期待。	3.54
使用信息技术的课堂，可以让我更好的控制我的课堂活动。	3.45
在课堂使用信息技术，帮助我更好理解复杂抽象概念。	3.38
在课堂上使用技术的教师，增加了我对课题主题的兴趣。	3.25
使用信息技术的课堂，更多关注真实世界任务和范例。	3.23
在需要我使用技术的课堂，我花费更多时间参与课堂活动。	3.22
在使用信息技术的课程当中，我得分更高。	3.19
对于在课堂中使用的信息技术，需要教师给我们更多课内训练。	3.04

*Scale: 1 = strongly disagree to 5 = strongly agree

*等级：1=坚决反对，5=坚决赞成

Engineering and business majors indicated that classroom technology did better their understanding of complex concepts and provided more opportunities for practice and reinforcement. Seniors provided overall higher scores than freshmen.

工科和商科专业学生表示，课堂技术能改善他们对复杂概念的理解，为实践和强化提供更多机会。老生整体得分高于新生。

Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).¹² This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials.¹³

有趣的是，学生觉得在课堂使用信息技术，并不能大大增加参与课程活动的时间总数（平均3.22）。与较早对教师认知力的研究所报告的直接对比，有65%的教师报告，他们认为学生花费更多时间投入到课程资料当中。

Perceived Benefits

察觉得到的优点

We asked students about the perceived benefits of using technology in the classroom (see Figure 3). The most cited benefit was convenience (48.5 percent). In the survey's open-ended comments, 134 students voluntarily identified convenience as one of the primary benefits of using information technology in classes. When convenience was combined with saving time, the percentage increased to 64.6 percent. Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as

我们问学生，在课堂使用技术能带来什么可以察觉得到的优点（见表三）。提及最多的优点是便利（48.5%）。在调查的开放式评论中，一百三十四名学生自愿确定，在课堂中使用信息技术主要优点之一就是便利。便利再加上节省时间，比例增加到64.6%. 只有12.7%的受访者说最有价值的优点是改进学习，3.7%认为没有感受到任何优点。注意，学生只能选择一个选项，所以超过12.7%觉得学习得到改善，但并不是最高的。这些发现比俄亥俄州迈牛津阿密大学道格拉斯·哈韦尔卡完成的一项研究还要优秀，他确定了当前实施信息技术的六大优点：

• improving work efficiency,


• 提高工作效率，
  
  


• affecting the way people behave,


• 影响人们的行为方式，
  
  


• improving communications,


• 改善通讯，
  
  


• making life more convenient,


• 让生活更便利，
  
  


• saving time, and


• 节省时间，以及
  
  


• improving learning ability.¹⁴


• 提高学习能力。
  
  

Figure 3. Student Perceptions of Benefits from Using IT in the Classroom

图三、对于在课堂上使用信息技术，学生认识到的优点

Colleges and universities have significant investments in technology. Students see these investments as contributing primarily to convenience and facilitating communications. We have made life much easier for students in the administrative area. The jury is out on its impact on learning and the learning experience.

高校对技术有重大投资。学生认为这些投资的主要贡献是便利和促进沟通。我们在管理领域让学生生活更容易。评审委员会没有受到技术对学习和学习体验的影响。

Many students acknowledge that technology has improved learning; we suspect this occurs where there is a deliberate institutional or faculty strategy to improve the learning experience. Software applications such as PowerPoint and Excel are tools, as is a classroom management system. But by themselves they do not contribute to an improved learning experience. It is incumbent upon the faculty member to understand the promise and performance of these tools in support of improved learning and to use them accordingly. Our data suggest that we are at best at the cusp of technologies being employed to improve learning.

许多学生承认，技术改进学习，我们怀疑这是因为教育机构、教师改进学习体验的计划策略缘故。演示文稿和电子表格等软件应用作为工具，可以当作课堂管理系统。但是这些工具本身并不能改善学习体验。教师有义务了解这些工具改善学习的功能和性能，并因此使用这些软件。我们的数据表明，我们正处在部署技术改善学习这股潮流的最佳时期。

Course Management Systems

课程管理系统

The percentage of students who have used a course management system has increased dramatically since they were first introduced. More than 83 percent of the students reported having used a course management system. Seniors (90.1 percent) were more likely to have taken a class that used a course management system than freshmen (78.5 percent).

自从向学生介绍课程管理系统之后，使用的学生比例显著增加。超过83%的学生报告正在使用课程管理系统。老生（90.1%）比新生（78.5%）更有可能上使用课程管理系统的课程。

Overall Experience with Course Management Systems

课程管理系统的整体体验

Of the students who had used a course management system, 76.1 percent were positive or very positive; 17.3 percent were neutral; and only 6.6 percent were negative or very negative (see Figure 4). Females (mean of 3.93) liked course management systems slightly better than males (mean of 3.74).¹⁵

对于使用课程管理系统的学生，76.1%是赞成或非常赞成的；17.3%不好不坏；只有6.6%反对或强烈反对（见图四）。女生（平均分3.93）比男生（平均分3.74）更稍微喜欢课程管理系统。

Figure 4. Students' Overall Experience Using a Course Management System

图四、学生对使用课程管理系统的整体体验

Course Management System Features Used

课程管理系统所用功能

Course management systems offer a number of features in support of learning and course administration. See Table 5.

课程管理系统提供很多功能，支持学习和课程管理，详见表五。

Table 5. Student Use of Course Management System Features

表五、学生对课程管理系统功能的使用

Use of Features	Percentage
Use a syllabus feature	95.0%
Read online	94.8%
Track grades	89.4%
Take sample exams	88.8%
Submit assignments	78.5%
Discuss online	74.2%
Share materials with students	73.4%
Obtain faculty feedback	71.8%
Take online quizzes	70.0%

.

使用功能	比例
使用摘要功能	95.0%
在线阅读	94.8%
关注评分	89.4%
抽样考试	88.8%
提交功课	78.5%
在线讨论	74.2%
与同学分享素材	73.4%
得到教师反馈	71.8%
参加网上测试	70.0%

Impact of Course Management System Use

使用课程管理系统带来的影响

Students were asked whether they perceived that a particular tool within a course management system improved learning, whether it improved class management, or whether it improved both learning and class management. Students were also given the option of reporting whether a tool had no effect on either learning or class management, or whether it had a negative effect. Classroom management (convenience) scored highest, followed by improved learning. Negative perceptions were minimal.

询问学生是否感受到课程管理系统在改善学习的时候，是否一种特殊工具，是否改善课堂管理，是否同时改善学习和课堂管理。无论工具是否有效、是否改善学习或课堂管理，是否带来积极效果，学生都给出了他们的选择。课堂管理（便利）得分最高，紧接其后的是改善学习。负面认知非常少。

The interactive features least used by faculty were the features that students indicated contributed the most to their learning. The students were especially positive about sharing materials with students (38.5 percent), faculty feedback on assignments (32 percent), and online readings (24.9 percent).

互动功能，教师用的最少，学生表示这是在他们学习当中最重要的。学生特别看重与同学分享素材（38.5%）、教师反馈对功课的评价（32%）、在线阅读（24.9%）。

Features considered to improve class management included track grades (45.7 percent), online quizzes (38.5 percent), online readings (29.1 percent), and sample exams online (21.2 percent). All other features received less than a 20 percent response.

被认为改善课堂管理的功能包括，跟踪评分（45.7%）、在线测验（38.5%）、在线阅读（29.1%）、在线抽样考试（21.2%）。所有其他功能收到的回应少于20%.

When combining the percentage of students who said that the course management system improved both learning and class management, sharing materials with students was ranked highest (52.8 percent); tracking grades was second (47.9 percent). Fully 80.3 percent said that tracking grades improved their ability to manage their classroom activities as well, when combining the percentage of students who said that the course management system improved class management and both improved class management and learning.

说课程管理系统同时改善学习和课堂管理的学生比例，加上与同学分享素材的比例，总数就变成最高的了（52.8%），跟踪评分排名第二（47.9%）。称课程管理系统改善课堂管理、加上同时改善课堂管理和学习的学生比例，高达80.3%的学生关注评分，改善了他们管理课堂活动的能力。

Course Management System Improvement Needed

课程管理系统需要改进

In the qualitative interviews, students indicated a need for a more consistent approach to course management system use. Also, students and faculty commented on the need for training. In a separate study, 12 percent of the faculty indicated that they would increase their use of the course management system if more training were made available.¹⁶ A University of Minnesota, Twin Cities, student recommended, "With so many courses now using a course management system, there is a need to have an introductory class on using a course management system at the freshmen or sophomore level." Some students, however, noted in interviews that such training was unnecessary.

在定性访谈当中，学生显示出需要更加协调的课程管理系统使用方法。此外，教师学生评论说，使用前需要培训。在另一项研究中，12%的教师表示，如果能得到更多培训，他们会更多使用课程管理系统。明尼苏达大学双子城分校的学生建议，“由于现在有这么多课程使用课程管理系统，有必要在一二年级开设一门使用课程管理系统的入门课程。”然而，有些学生，在接受采访时指出，这种培训是多余的。

Potential of Course Management Systems

课程管理系统的潜力

Course management systems and their implementation are a work in progress. They promise to significantly reduce the restrictions of time and space on learning for students and faculty, in much the same way their predecessor enterprise administrative systems did for student administrative services. Used properly, they have the potential to greatly improve student access to information and to communicate with their instructors, enhance the quality of learning, and increase learning productivity.

课程管理系统及其实施，方兴未艾。他们承诺，大幅减少学生和教师在学习上的时空限制，以与其前身企业管理系统相同的方式作用于学生管理服务。使用得当，他们有可能极大促进学生获取信息、与教师沟通、提高学习质量、增加学习效果。

Course management systems can enhance learning quality by enabling instructors to convey information more effectively, helping instructors meet the needs of students with varied learning styles, as well as enriching the interactions students have with each other and with their instructors. That is the promise. However, the students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions.

课程管理系统可以帮助教师更有效率的传输信息、帮助教师满足各种学习风格的学生的需求、丰富学生之间、师生之间的互动，从而提高学习质量。这是完全做得到的。然而，本项研究中的学生唤起了我们对表现的注意，我们注意到因为使用技术，革新的不均匀传播。这在一定程度上，可能是因为，教师学生的技能。也可能因为教育机构缺乏对革新的认识，尤其是成功使用课程管理系统对教师任期、晋级、奖励的判断的影响。

From Convenience to Learning Revolution

从便利到学习革命

We expected to find that Net Generation students would demand greater use of technology in teaching and learning in the classroom. They did not. What we found was a moderate preference for technology.

我们期待，发现网络世代学生，会在课堂教学中要求大量使用技术。然而没有。我们发现的是，对技术的适当运用。

We expected that it would be increasingly necessary for faculty to use technology in order to appeal to this generation of students. Ironically, we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.

我们期待，为了吸引这一代学生，会促进教师使用技术的需求。讽刺的是，我们发现，许多非常擅长使用技术的学生，对于在课堂使用技术抱有复杂感情。

We expected students to already possess good IT skills in support of learning. What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.

我们期望，学生已经拥有很好的支持学习的信息技术技能。我们发现的是，许多必要技能是在高校学的，这在很大程度上是因为课程的强制需要。同样，我们调查的学生，没有掌握支持课堂外学术工作的技术相关必要技能。我们发现，使用支持学习和解决问题技能的相关信息技术，非常有必要做进一步培训。

Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.

师生使用课程管理系统最多的是信息沟通和行政活动，很少用来支持学习。

The consequences of these findings are significant. Some complacency may have occurred because of the belief that Net Gen students require less training with technology. Student and faculty use of instructional technology is more limited than is often portrayed. Students appear to be slower developing adequate skills in using information technology in support of their academic activities, which limits technology's current value to the institution. Higher education's investment in learning technology may be paying less than optimal returns because students and faculty often lack the appropriate skills or motivation to use it effectively. Colleges and universities appear not to be reaching enough students and faculty with technology education and training.

这些发现极其重要。由于相信网络世代学生不怎么需要培训技术，就会产生自满情绪。师生对机构技术的使用，往往比描绘的受到更多限制。学生发展出使用支持学术活动的信息技术的足够技能，这一过程相当缓慢，这限制了教育机构当前技术的价值。高等教育对学习技术的投资，有可能得不到最佳回报，因为师生常常缺乏足够技能或者有效使用技术的动机。高校似乎并未给师生足够的技术教育和培训。

Our findings are much like an audit—a snapshot in time or an early picture of a process that has great potential to support learning and is most promising. We were both surprised and disappointed by what we learned. We attribute much of what we saw to growing pains.¹⁷ We saw enough good practice and favorable, if not enthusiastic, commentary from the students to know that the potential of technology in the classroom is enormous.

我们的研究成果非常类似审计——具有巨大潜力的、非常有希望的支持学习的过程，其即时瞬态情况、早期情景。对于我们所发现的，我们既惊讶又失望。我们认为我们看到的，很多都只是发展早期必经的困难。我们看到足够多的优秀实践和优势，如果没有热情的话。从学生的评论中得知，在课堂中使用技术的潜力，是非常巨大的。

In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."¹⁸ Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.

一九九七年，迈克尔·胡克宣布，“高等教育已经到了变革的边缘。”胡克接着指出，我们教育机构面临的两项最大挑战就是“运用数码技术的力量，应对信息革命。”然而，胡克和其他许多人，都没有预料到这样一种可能性，即高等教育的学习革命，不是举手之劳，而是万里长征。事实上，对于学习的最后一项伟大变革——活字印刷术的发明——的研究，也显示，经历数百年的变革，导致了出版业的兴起、知识产权法的出现、定制讲座教科书的增多，诸如此类。

In the eight years since Hooker's proclamation, information technology has continued its inexorable penetration into myriad aspects of work, education, and recreation, including activities that our students and faculty hold dear. During this time, the videogame industry surpassed the motion picture industry in revenues, the University of Phoenix opened the University of Phoenix Online, many notable virtual university efforts came and went, and course management systems became a common element of higher education's base of enterprise applications. Also, the use of information technologies in classrooms and dormitories became widespread, and the research persuaded us that there were no significant differences in the learning outcomes from courses mediated by information technologies and those that were not. Finally, student access to computing and narrowband networking has become nearly ubiquitous, and access to broadband networking and online information resources is increasingly commonplace.

胡克宣布以来，已有八年，信息技术持续势不可挡的渗入工作教育和娱乐的方方面面，也包括我们师生喜爱的各种活动。在此期间，视频游戏产业的收入超过了电影产业，凤凰大学开放了在线凤凰大学，许多著名大学的虚拟版本生生灭灭，课程管理系统变成了高等教育基础企业应用的基本组件。同时，在课堂和宿舍使用信息技术，已然普及。该研究让我们相信，课堂中是否使用信息技术，学习成果之间没有明显差距。学生已经能够随时随地访问计算机和窄带，宽带网络和在线信息资源也日渐平常。

Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.

ECAR（EDUCASE 应用研究中心）对教师使用课程管理系统的研究，以及这项对学生信息技术体验的研究，都得出一个结论，虽然信息技术的确全面进入了课堂和学习活动，但迄今为止，在大学教学中带来的效果主要是便利，并没有构成“学习革命”。这并不意外。活字印刷术的发明，几乎立即增强了人们获取出版信息的能力，减少了生产新出版物的时间。发明本身并没有改变文化程度、教育风格、学习风格，以及学习革命的其他标识。这些改变，虽然得到新技术的催化，但依赖于社会体制的缓慢变化。我相信，我们是今日高等教育的见证人。

Acknowledgments

致谢

This article is a summary of work by Robert B. Kvavik, ECAR Senior Fellow and Associate Vice President at the University of Minnesota, Twin Cities; Glenda Morgan, Director of Academic Technology Initiatives at the California State University Chancellor's Office; and Judith B. Caruso, ECAR Fellow and Director of Policy, Security, and Planning at the University of Wisconsin–Madison.

本文是对ECAR高级研究员兼明尼苏达大学双子城分校助理副校长，罗伯特·瓦维克；加州州立大学校长办公室学术技术项目总监，格伦达·摩根；ECAR研究员，美国威斯康星大学麦迪逊分校政策、安全和规划署署长，朱棣时·卡鲁索的工作的总结。

Endnotes

尾注

 


1. (a) Marc Prensky, "Digital Natives, Digital Immigrants, Part I," On the Horizon, vol. 9, no. 5 (October 2001), p. 1; available from http://www.marcprensky.com/writing/. See also (b) Diana Oblinger, "Boomers, Gen-Xers, and Millennials: Understanding the 'New Students,'" EDUCAUSE Review, vol. 38, no. 4 (July/August 2003), pp. 37–47, http://www.educause.edu/apps/er/erm03/erm034.asp.


 


2. Jason Frand, "The Information-Age Mindset: Changes in Students and Implications for Higher Education," EDUCAUSE Review, vol. 35, no. 5 (September/October 2000), pp. 17, http://www.educause.edu/apps/er/erm00/articles005/erm0051.pdf.


 


3. Paul Hagner, "Interesting Practices and Best Systems in Faculty Engagement and Support," final report to the National Learning Infrastructure Initiative (January 25, 2001), p. 1, http://www.educause.edu/ir/library/pdf/NLI0017.pdf.


 


4. National Research Council, Being Fluent with Information Technology (Washington, D.C.: National Academies Press, 1999), http://www.nap.edu/catalog/6482.html.


 


5. Sharon Fass McEuen, "How Fluent with Information Technology (FIT) Are Our Students?" EDUCAUSE Quarterly, vol. 24, no. 4 (2001), pp. 8–17, http://www.educause.edu/ir/library/pdf/EQM0140.pdf.


 


6. Ibid., p. 9.


 


7. A. C. K. Lee, "Undergraduate Students' Gender Differences in IT Skills and Attitudes," Journal of Computer Assisted Learning, vol. 19, no. 4 (December 2003), p. 488.


 


8. Robert B. Kvavik, Judith B. Caruso, and Glenda Morgan, ECAR Study of Students and Information Technology, 2004: Convenience, Connection, and Control (Boulder, Colo.: EDUCAUSE Center for Applied Research, research study, vol. 5, 2004), p. 43, http://www.educause.edu/ers0405/.


 


9. Ibid., p. 30.


 


10. Mary Jane Smetanka, "Millennial Students," Minneapolis–St. Paul Star Tribune, May 7, 2004, p. A19.


 


11. The scale for this question was 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree.


 


12. The scale for this question was 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree.


 


13. Glenda Morgan, Faculty Use of Course Management Systems (Boulder, Colo.: EDUCAUSE Center for Applied Research, research study, vol. 2, 2003), p. 53, http://www.educause.edu/ers0302/.


 


14. Douglas Havelka, "Students Beliefs and Attitudes Toward Information Technology," Information Systems Education Journal, vol. 1, no. 40 (2003), p. 3, http://isedj.org/isecon/2003/2434/ISECON.2003.Havelka.pdf.


 


15. The scale for this question was 1 = very negative, 2 = negative, 3 = neutral, 4 = positive, 5 = very positive.


 


16. Glenda Morgan, op. cit., p. 53.


 


17. Robert Zemsky and William F. Massy, Thwarted Innovation: What Happened to E-Learning and Why (West Chester, Penn.: The Learning Alliance at the University of Pennsylvania, 2004), http://www.thelearningalliance.info/Docs/Jun2004/ThwartedInnovation.pdf.


 


18. Michael Hooker, "The Transformation of Higher Education," in The Learning Revolution: The Challenge of Information and the Academy, Diana G. Oblinger and Sean C. Rush, eds. (Bolton, Mass.: Anker Publishing, 1997), p. 20.

About the Author

作者简介

Robert B. Kvavik is an ECUCAUSE Center for Applied Research (ECAR) senior fellow and professor of political science and associate vice president at the University of Minnesota. He has held visiting teaching positions at Columbia University, the University of Oslo, and the University of Ibadan in Nigeria and has written extensively on European government and politics. As the principal architect of the University of Minnesota's Initiative for Excellence in Undergraduate Education, Kvavik was responsible for enterprise systems planning and implementation and business process redesign, especially in the area of student services. He has shared his vision for educational technology as a featured speaker at numerous national and international meetings. Kvavik received his doctorate from Stanford University in 1971.

罗伯特·瓦维克，EDUCASE 应用研究中心（ECAR）高级研究员，政治学教授，明尼苏达大学双子城分校助理副校长。曾在哥伦比亚大学、奥斯陆大学、尼日利亚伊巴丹大学访问教学。广泛撰写了有关欧洲国家政府和政治的文章。作为明尼苏达大学“优秀本科教育倡议”主要的设计师，瓦维克负责企业系统规划、实施、商业过程重新设计，尤其是学生服务领域。在多项国内国际会议上，作为专题主讲人，与大家分享对教育技术的看法。一九七一年瓦维克于斯坦福大学获得博士学位。

Web-Only Resources

网页资源

Appendix: Methodology

附录：方法学

The study used a multifaceted research methodology to gather and analyze quantitative and qualitative data from approximately 4,500 students and administrators at thirteen higher education institutions in five states (California, Minnesota, New York, Pennsylvania, and Wisconsin).

这项研究采用了多方面的研究方法，从五个州（加利福尼亚州，明尼苏达州，纽约州，宾夕法尼亚州和威斯康星州）的十三所高等教育机构的大约四千五百名学生和行政人员处收集和分析定量数据和定性数据。

A literature review was undertaken to define the major elements of the study and create a working set of hypotheses to be tested. The ECAR study Faculty Use of Course Management Systems undertaken at the University of Wisconsin System under the direction of Glenda Morgan also served as a foundation for this study.

使用文献审查，是为了界定该项研究的主要内容，并创建一份可供测试的虚拟工作集。ECAR 在威斯康星大学针对教师使用课程管理系统的研究，是在格伦达·摩根的领导下开展的，为本项研究承担了基础工作。

A quantitative Web-based survey was designed to assess student skills and learning with information technologies. An e-mail invitation was sent with the Web address of the survey and access code information to a sample of 9,350 freshmen and 9,050 senior students at 13 institutions. Fully 4,374 students responded to the survey. Ninety-five percent of the respondents were members of the "Millennial" generation. Overall, we achieved a 95 percent confidence rate with a +/-5 percent margin of error.

基于网络的定量调查，旨在评定学生的信息技术技能与学习。发送一份带有调查网址和访问代码信息的电子邮件邀请函给十三所教育机构的九千三百五十名新生、九千零五十名老生。四千三百七十四名学生回复了调查。95%的受访者都属于千禧一代。总体而言，我们取得了95%的确认率，误差幅度+/-5%.

The institutions included:

这些机构包括：

• Colgate University


• Drexel University


• University of California, San Diego


• University of Minnesota, Crookston


• University of Minnesota, Twin Cities


• University of Wisconsin–Colleges


• University of Wisconsin–Eau Claire


• University of Wisconsin–La Crosse


• University of Wisconsin–Madison


• University of Wisconsin–Milwaukee


• University of Wisconsin–Oshkosh


• University of Wisconsin–Stout


• University of Wisconsin–Whitewater


• 科尔盖特大学


• 德雷克塞尔大学


• 加州大学圣地亚哥分校


• 明尼苏达大学克鲁克斯顿分校


• 明尼苏达大学双子城分校


• 美国威斯康星大学学院


• 威斯康星大学欧克莱尔分校


• 威斯康星大学拉克罗斯分校


• 威斯康星大学麦迪逊分校


• 威斯康星大学密尔沃基分校


• 美国威斯康星大学奥什科什分校


• 威斯康星大学斯托特分校


• 威斯康星大学白水分校

The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.

根据卡内基对所在位置、资金来源、技术重点水平分类，所选教育机构代表了美国不同类型高等教育机构的非代表性组合。但是请注意，我们认为我们的调查结果，对于不同卡内基类型的教育机构中的学生体验，是有教育意义的，而不是结论性的。

Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.

通过分组讨论和个别访谈的方法收集定性数据。我们采访本科学生，行政管理人员，以及被认为是在课堂使用学生技术的专家的个别人。在此研究中，对十三所学校中的六所，使用了学生小组讨论、行政管理人员访谈。

http://www.educause.edu/Resources/EducatingtheNetGeneration/ConvenienceCommunicationsandCo/6070

翻译《06 为明日学习者准备好今日的高校》

Preparing the Academy of Today for the Learner of Tomorrow

为明日学习者准备好今日的高校

Joel Hartman, Patsy Moskal, and Chuck Dziuban

乔尔·哈特曼，帕齐·莫什卡尔，查克·久班

University of Central Florida

佛罗里达中央大学

© Joel Hartman, Patsy Moskal, and Chuck Dziuban

版权所有©乔尔·哈特曼，帕齐·莫什卡尔，查克·久班

Introduction

前言

Predicted to be America's first generation to exceed 100 million persons,¹ the wave of Net Geners entering colleges and universities brings a blend of behaviors, attitudes, and expectations that creates opportunities—as well as challenges—for higher education. Opportunities arise from students' familiarity with technology, multitasking style, optimism, team orientation, diversity, and acceptance of authority. Challenges, on the other hand, include the shallowness of their reading and TV viewing habits, a comparative lack of critical thinking skills, naïve views on intellectual property and the authenticity of information found on the Internet, as well as high expectations combined with low satisfaction levels. Not surprisingly there is an increasing gap between most institutions' IT environments and the technologies the Net Gen uses. These factors lead, in turn, to the greatest challenge for higher education leaders, faculty, and staff—nearly all of whom belong to earlier generations: to understand the Net Generation learner and through this understanding provide the learning environments, services, and facilities needed to help these students achieve their potential.

预计美国网络世代超过一亿人，网络世代进入高校的浪潮，带来了各种行为、态度、期待的混合物，也为高等教育带来了机会——以及挑战。机会来自于学生对技术的熟悉，以及学生的多任务行事风格、乐观、团队导向、多样性、接受权威。另一方面，挑战包括他们的阅读不足和看电视的习惯，比较缺乏批判性思维技能，对待知识产权和网上信息真实性的幼稚看法，而且要求很高却很难伺候。毫不奇怪，在绝大部分教育机构的信息技术环境与网络世代所使用的技术之间存在着巨大鸿沟。反过来，这些因素又导致了对高等教育领导者、教师、员工——几乎所有上一代人——的巨大挑战：理解网络世代学习者，通过理解提供学习环境、服务、帮助学生激发潜能的必要设施。

Most institutions profess intense interest in the academic, social, and personal needs of their students. Yet, generational differences are not often used to gain a better understanding of students' behaviors, attitudes, and expectations. Perhaps this is because generations represent a historical perspective, better illuminating the past than the present or future. Change and adaptation within the academy proceed at a slow, deliberate pace. Adapting institutional processes and services to the needs of a specific generation of students requires advance planning and action; the timeframe for planning and deliberation may exceed the time the learners are enrolled. Planning is complicated because personal characteristics are not homogeneous within generational groupings; for example, individuals born late in the Gen-X cohort may think and behave more like Net Geners, making it difficult to take a standardized approach. Unfortunately, the generational literature fails to predict the characteristics of future generations.

多数教育机构声称对他们学生在学术、社交、个人等方面的需求抱有浓厚兴趣。然而，几代人之间的差别并不能更好的帮助理解学生的行为、态度、期待。也许是因为各代人展示的是历史观点，更适合阐述过去而不是现在和将来。高校改变和适应的步伐缓慢而谨慎。调整体制流程和服务，以适应特殊一代学生的需求，需要提前规划、行动。规划审议的时间表可能会超出学习者的就读时间。规划是复杂的，因为各世代群体的个人特点各不相同，比如，里根世代晚期出生的人，可能在思维和行为上更像网络世代，很难将其按哪个标准划分。不幸的是，世代文化很难预计未来世代的特征。

Institutional leaders need to find ways to think about generations in designing campus and individual student initiatives, as well as to discern trends that will allow future-directed planning.

教育机构领导人需要找到办法，思考规划校园的一代人和个性学生活动，以及以及辨别出引导未来规划走向的潮流。

Generations and Technology

世代与技术

The technologies available as a generation matures influence their behaviors, attitudes, and expectations. People internalize the technologies that shape information access and use, as well as the ways they communicate. Matures (born 1946–1964) were exposed to large vacuum-tube radios, mechanical calculators, 78 rpm records, dial telephones, and party lines. Baby Boomers grew up with transistor radios, mainframe computers, 33⅓ and 45 rpm records, and the touch-tone telephone. Gen-Xers matured in the era of CDs, personal computers, and electronic mail. For the Net Generation, the prevailing technologies are MP3s, cell phones, and PDAs; they communicate via instant messaging, text messaging, and blogs. For each successive generation "technology is only technology if it was invented after they were born."²

可用技术如同成熟一代一样影响他们的行为、态度、期待。人们内化技术，塑造信息的获取及使用方法，以及他们通讯的方式。成熟一代（1946-1964出生）生活在大型真空管收音机、机械计算器、七十八转的唱片、转盘电话、合用线路的世界里。婴儿潮一代成长于晶体管收音机，大型计算机、33⅓和45转唱片、按键式电话的世界里。里根世代成熟于光盘、个人电脑、电子邮件的时代。对于网络世代，流行技术包括MP3、移动电话、PDA。他们通过实时通讯、短信和网络日志进行交流。对于每一个连续的世代，“在他们出生后发明的技术，只是技术，拿来用而已。”

Technology has experienced its own series of generations. In computing, the nexus has shifted from the mainframe to the minicomputer to the personal computer, and now to mobile devices. In line with Moore's Law, computing and communication devices have radically decreased in size and increased in performance. Connectivity has experienced a similar transition across generations, from no connectivity to proprietary device-to-device cabling, to globally interconnected local area networks, and now to wireless. Computers were initially developed as number crunching devices. The early emphasis on processing numbers, then words, has been joined by multimedia: graphics, images, video, sound, and interactive games. Prevalent among today's applications are interpersonal and group communication tools. The use of early computers was batch-processing-oriented and required programming skills and arcane commands. Today's graphical user interfaces and the Web make the operation of computers highly interactive and achievable by nearly anyone. The Internet has led to the kind of global village of information and communication envisioned by Marshall McLuhan.³

技术经历了他自己的若干世代。在计算机领域，联系已经从大型机转移到小型机到个人计算机上，现在已经到了移动设备。计算和通信设备，正按照摩尔定律，尺寸急速缩小，性能大幅增加。人际连通也经历了类似的若干世代的变迁，从无连接到设备直连的专有电缆，到全球范围内的局域网互联，到现在的无线连接。最初开发计算机是用作数字处理设备。早期主要用来处理数字，然后是文字，接下来加进多媒体：图形、图像、视频、声音，以及互动游戏。今天流行的应用程序是人际和团体交流工具。早期使用计算机，需要面向批处理，需要编程技能，掌握神秘的命令行。今天的图形用户界面和网络，使电脑的操作具有高度互动性，几乎任何人都可以实现。互联网已经实现了马歇尔·麦克卢汉关于地球村的信息和通讯预想。

Behaviors of the Net Generation are expressed through technologies to an extent not observed in previous generations. At one level, Net Geners are the beneficiaries of decades of technological development that preceded them; at another level, as students they use these technologies in new ways, and in so doing are redefining the landscape in higher education and perhaps beyond. The behaviors of the Net Gen (multitasking, always-on communication, engagement with multimedia, and the like), as well as the capabilities of modern technologies (personal, multifunctional, wireless, multimedia, communication-centric), are in close harmony. To a great extent, the behaviors of the Net Gen are an enactment of the capabilities afforded by modern digital technologies.

网络世代的行为通过技术来表达，达到了前所未有的程度。在某个层次上，网络世代是在他们之前十年技术发展的受益者；从另一层次上讲，由于学生以新的方式使用这些技术，由此重新定义了高等教育甚至其他领域的前景。网络世代的行为（多任务、永远在线沟通、偏好多媒体，诸如此类），以及现代技术能力（个人为中心、多功能、无线、多媒体、以通讯为中心），正紧密结合。在很大的程度上，网络世代的行为是由现代数码技术提供的能力所设定的。

According to a report from the Pew Internet & American Life Project,⁴ one in five of today's college students began using computers between the ages of 5 and 8; by the time they were 16 to 18, all of them used computers. Nationwide, nearly 90 percent of college students have gone online, compared with about 60 percent of the general population. Use of the Internet or campus networks is nearly universal in higher education. Eighty-five percent or more of college students own a computer, and nearly all of the rest have ready access to one. Sixty percent of college students regularly play computer or online games, and they are twice as likely to have downloaded music as the general population. The Net Generation students exhibit technology-related behaviors that may be unfamiliar to many in the academy: social networking, photo sharing, swarming, blogging, instant messaging, and text messaging. As continuous multitaskers, the Net Geners are adept at context switching, often engaging in several activities at the same time (in the classroom, this behavior can be disconcerting to instructors). Four out of five students believe that Internet use has had a positive impact on their academic experience, and three out of four say they use the Internet for research more than they do the library.⁵

据皮尤互联网与美国生活项目的报告称，现在大学生五分之一从五到八岁就开始使用计算机。到他们十六到十八岁的时候，全都用过计算机。全国范围内，接近九成大学生上过网，相比之下总人口约有六成上过网。高等教育机构已经几乎普及互联网或校园网。八成五以上的高校学生拥有计算机，余下的几乎都能随时使用计算机。六成高校学生经常玩计算机或网络游戏，他们下载音乐的比例是普通人群的两倍。网络世代学生展示出的技术相关行为，很多都是高校不熟悉的：社交网络、相片共享、快闪、写网志、实时聊天、短信。由于能够持续进行多任务活动，网络世代善于环境转换，往往在同一时间参与多项活动（在教室，这种行为可能会让教师深感不安）。五分之四的学生相信使用互联网对他们的学术体验有着积极影响，四分之三说，他们使用互联网进行研究，多过使用图书馆。

Students are very familiar with the top online commercial sites such as amazon.com and ambercrombie.com; they hold these sites to be the standard against which they judge colleges' online services. And, of all of the generational groups, the Net Generation is least satisfied with their higher education experience.⁶

学生们非常熟悉顶级商业网站，比如amazon.com 和 ambercrombie.com ，他们用这些网站做标准来评价他们的学校在线服务。并且，在各代人当中，网络世代对其高等教育体验的满意度是最低的。

Net Geners have access to affordable multifunctional devices (for example, cell phones equipped with digital cameras and Web browsers that can play digital audio and video recordings, as well as send and receive e-mail and text messages) that readily support their interpersonal communication needs and multitasking behaviors. Between classes, students bustle about with cell phones attached to their ears. Silberman described the prevalence of cell phones among Net Geners in Finland, and how cell phones' voice and short messaging capabilities allow them to move in synchronization "like schools of fish … on currents of whim."⁷ This behavior has since become well established in America, where it is known as social swarming or smart mobs.^{8, 9}

网络世代能够接触到支持多功能的设备（比如，带有数码相机和网页浏览器的手机，还可以播放数码音频和视频文件，以及发送接收电子邮件和短信息），这些设备显而易见地支持他们的人际交流需求和多任务行为。在课间，一边打手机一边奔走【按：不同的课在不同的教室上，要赶去】。西尔伯曼描述了手机在芬兰网络世代当中的流行程度，以及手机语音和短信功能是如何让他们同步行动，“像鱼群一样……随性而动”。这种行为在美国已经被确定下来，被称作“社会快闪”或者“智力暴民”。

Emerging Patterns

新兴模式

The mobility enabled by wireless communication, combined with an expanding class of wireless-equipped portable computers and PDAs, is leading to new instructional and social patterns. No longer do students need to go to a specific place, or even be seated, to use a computer. An array of multifunctional PDAs capable of wireless communication is allowing such devices to follow their users wherever they go, serving as "prosthetics for information, memory, or creativity."¹⁰ This is challenging the very definition of learning spaces because learning can now occur both in and out of the classroom, in both formal and informal settings, and by lone scholars or among groups.

无线通讯带来的人员流动性，加上配备了无线上网的便携式计算机和PDA的扩展课堂，会产生新的教育和社会模式。学生不再需要去指定地点集中，甚至不需要坐下来、打开计算机。一批能够无线通讯的多功能PDA，让用户论身处何处，都可以“弥补信息、记忆、创造力上的不足”。这对如何定义学习场所提出了挑战，因为现在可以发生在教室内外，正式和非正式场所，可以是单独的学习者，也可以是一群人。

Net Gen students not only use technology heavily, they also trust it implicitly. They are as likely to get their news online as from a newspaper and conduct research through Google as visit a library. Their belief that anything accessible online should be free leads many to download or share music, movies, or software they have not purchased. The extent of this activity has surprised many institutions; campus networks often became saturated when students returned to school in the fall. In some cases this is followed by copyright violation notices from organizations such as the Recording Industry Association of America.

网络世代学生不仅大量使用技术，而且毫无保留的信任技术。他们更有可能获取在线新闻而不是看报纸，通过谷歌搜索信息而不是去图书馆。他们相信，网上可以接触到的任何东西都应该免费，导致很多人下载、分享音乐、电影、软件而不需要购买。这项活动的规模令许多教育机构惊讶，校园网经常因为学生秋季返校而变得饱和。在某些情况下，这会收到美国唱片业协会等组织的侵犯版权通知。

The interactive and exploratory way the Net Generation uses technology is also a break with the past. The French anthropologist Claude Lévi-Strauss described the process of bricolage—tinkering—through which individuals learn by exploring and manipulating objects around them.¹¹ Turkle¹² and Brown¹³ described how changes in technology and its use have moved from a rigid, top-down environment to a new bottom-up style in which the mode of interaction and learning has shifted from programming and commands to exploration and bricolage. The Net Gen approaches computers and other technologies as environments for communication, socialization, learning, and game playing, not as machines to be programmed.¹⁴

网络世代交互式探索式使用技术，也是和过去决裂。法国人类学家克劳德·列维-斯特劳斯通过描述个体以探索和摆布他们周围的物体的方式进行学习，描述了拼装——拼凑——的过程。特克尔和布朗描述了技术改变以及对技术的使用，是如何从硬性的、自上而下的环境转移到新的、自下而上的环境中的，在后者中的互动和学习模式已经从编程和命令行变成探究和利用现有物品加工。网络世代把计算机和其他技术当成通讯、社交、学习、游戏环境，而不是可编程的机器。

A challenge for campus planners is the increasing gap between the institutional IT environment and the technology environments Net Geners have created for themselves. To be sure, today's students are avid users of Web, e-mail, telephones, and other IT resources; however, their rapid adoption of instant messaging, cell phones, blogs, wikis, social networking Web sites, and other resources that are not generally part of the core campus infrastructure leads to a host of new concerns. There is increased potential for incompatibilities between the technologies adopted by students and campus standards. Other problems such as excess bandwidth consumption, inappropriate use of intellectual property, or security threats are becoming more prevalent. An existing institutional context for the use of these technologies is unlikely, leading to frustration and decreasing satisfaction on the part of both students and faculty.

面对教育机构信息技术环境，与网络世代为其自身创造的技术环境之间，日益加大的鸿沟，成了校园规划者最头疼的问题。可以肯定的是，现在的学生很喜欢使用网页、电子邮件、电话和其他信息技术资源。然而，他们广泛使用的实时聊天、手机、网志、维基、社交网站以及其他资源，还没有成为校园基础设施的核心部分当前最关注的东西。以及学生所用技术与校园标准之间日益加大的不兼容性。其它问题，如超额消耗带宽、不当使用知识产权、安全威胁，正变得越来越普遍。要使用这些技术，现有的教育机构环境是不行的，会同时导致学生和教师两方面的挫败感，降低双方的满意度。

Although it may be desirable in some instances, it is not necessary that institutions rush to become providers of instant messaging, blogs, wikis, computer games, social networking sites, or any of the array of students' favorite technologies. The real opportunity lies in observing and talking to today's students to learn more about how they conceptualize and use these new tools. With this knowledge institutions can create contexts for technology use that enhance learning, improve student services, and enrich students' social lives.

虽然可用于某些情况，但教育机构没有必要急于提供实时聊天、网志、维基、计算机游戏、社交网站以及学生喜爱的其他一系列技术。真正的机会在于观察、倾听现今学生，了解到更多他们如何认知和使用这些新工具。有了这些信息，教育机构才能为使用技术创造环境，从而增强学习，改进学生服务，丰富学生的社会生活。

Assessing the Generations in Online Learning

评估在线学习各世代

The Research Initiative for Teaching Effectiveness (RITE) at the University of Central Florida (UCF) regularly conducts formative and summative surveys of students' online learning experiences. These data become transformative because they are instrumental in modifying the organization, structure, and processes of our distributed learning initiative. We believe that both qualitative and quantitative research yield a more valid assessment of students in the online learning environment. When we ask respondents to complete objective statements followed by a reflective narrative, we obtain a more authentic characterization of their attitudes, beliefs, and behaviors. In the latest survey conducted at UCF, students used a series of 5-point Likert-scale questions to evaluate their online learning experience around two components previously identified through extensive numerical work.¹⁵ The first domain—learning engagement—encompassed six items where students indicated their:

佛罗里达中央大学（UCF）教学效力研究计划（RITE）定期针对学生爱现学习体验，举行形成性的、终结性的调查。这些数据不断变化，是因为他们在修改我们的分布式学习倡议的组织、结构、过程当中，发挥着重要作用。我们相信，对于学生的在线学习环境，无论是定性研究还是定量研究，都能得出更有效的评估。我们要求受访者在听完一则反思故事后完成客观陈述，这样我们对其态度、信念和行为得到更为可信的特征描写。在UCF主持的最后一次调查，学生使用了一系列利克特五级量表问卷，围绕之前通过广泛数据工作确定下来的两个方面，评估他们的在线学习体验。第一个领域——学习参与情况——通过六项条目标明学生的：

• Overall satisfaction with online learning


• 在线学习的总体满意度
  
  


• Ability to integrate technology into their education


• 在其教育中整合技术的能力
  
  


• Ability to control their own learning


• 控制自我学习的能力
  
  


• Ability to study efficiently


• 高效学习的能力
  
  


• Ability to meet their educational objectives


• 达成教育目标的能力
  
  


• Willingness to take another online course


• 宁愿更换其他在线课程



The second domain—interaction value—asked students to evaluate their online learning experience in regard to:

第二个领域——对待互动的态度——要求学生从以下几个方面评估他们在线学习体验：



• Ease of interaction


• 易于互动
  


• Amount of interaction with students


• 与学生互动的次数
  
  


• Quality of interaction with students


• 与学生互动的质量
  
  


• Amount of interaction with the instructor


• 与教师互动的次数
  
  


• Quality of interaction with the instructor


• 与教师互动的质量
  
  

In addition, the survey protocol asked the learners to state their opinions on whether they changed their approach to learning because of their online experiences (nominal yes–no format). This was followed with a request for an explanation of any reported change. To obtain a directly interpretable measure for assessment, the authors designed a scoring protocol for student responses to learning engagement and interaction value compared to the maximum possible value. For example, if a student scored 66 on learning engagement, his or her positive perception was 66 percent of the maximum possible.

此外，无论学习者是否因其在线学习体验而改变其学习方法（标准的是否格式），该调查协议都要求说出他们的原因。接下来要求对任何报告的改变做出解释。要获得一个直接可解释的评估方法，
作者针对学生对参与学习的反应，和相比于对待互动的态度的最大值，设计了一套评分规则。比如，假设一个学生在学习参与方面得到66分，那么他的积极认知就可以达到最大可能性的66%。

Using the Generations as a Basis of Comparison

以世代作为比较基准

At a metropolitan research institution such as UCF, a substantial portion of students represent diverse generations—principally Baby Boomers (born 1946–1964) and Generation X (born 1965–1980). These two cohorts provided the backdrop for our analysis of Net Gen (born 1981–1994) students' learning engagement, interaction value and changed learning approach. There is an important additional generation on the UCF campuses: the Matures (born prior to 1946). Because our demographic and survey work suggests that they represent less than 2 percent of UCF's online population, we have not included them in the comparisons.

城市研究机构诸如UCF，其大部分学生都代表着不同的世代——主要是婴儿潮世代（生于1946-1964）和里根世代（生于1965-1980）。这两个世代为我们分析网络世代（生于1981-1994）学生的学习参与情况、对待互动的态度、对学习方法的改变，提供了背景资料。在UCF校园还有一个重要的额外世代：成熟一代（出生早于1946）。因为我们的人口统计学工作和调查工作标明，他们仅占到UCF在线人数的2%，我们没有将其列入对比当中。

Baby Boomers

婴儿潮世代

Through sheer numbers, Baby Boomers have impacted nearly every aspect of American society. They experienced rapidly expanding economic circumstances that led to a sense of financial security. An enduring optimism permeates Baby Boomers, who are process-oriented, preoccupied with convenience, and willing to go into debt. They populate high positions in all sectors of American culture and attract attention for their likely impact on the nation's economy when they retire.^16–19

由于数量众多，婴儿潮世代几乎影响到美国社会的方方面面。他们熟练而快速地占领经济领域，并带来了金融安全感。婴儿潮世代弥漫着持久的乐观精神，他们看重过程，沉迷于便利，愿意承担债务。他们位居美国文化各方面的高级职务，他们退休时因其对国家经济的巨大影响而受到关注。

Generation X

里根世代

The Generation Xers were the first "latch key" generation and strongly influenced by emerging technological developments. Financially, they experienced wide-scale job loss and runaway inflation that led to their sense of economic and social skepticism. These events shaped their hallmark characteristics: they mistrust most of society's organizations and institutions, and they believe that stabilizing influences such as job security are a myth. They seem impertinent because of their confrontational style. For Generation X, versatility is the key to stability.^19–21

里根世代是最早的“钥匙一代”，受到新技术发展的强烈影响。在财务方面，他们经历了大规模失业和通货膨胀失控，导致对经济和社会的怀疑感。这些事件塑造了他们的标志性特点：他们非常不信任社会组织和机构，他们认为所谓的稳定影响，比如就业保障，纯属神话。因为他们的对抗风格，他们看上去很鲁莽。对于里根世代，变通是其稳定的关键。

Learning Engagement, Interaction Value, and Enhanced Learning in the Generations

各个世代的学习参与情况、对待互动的态度、学习提高情况

The current UCF survey yielded 1,489 online student responses, representing a return rate of approximately 30 percent. Figure 1 depicts the generation membership of the respondents. The sample contained a majority of Generation X students with approximately equal proportions of Baby Boomers and the Net Gen. This finding reinforces the expectation that there is substantial age diversity in the distributed learning population in metropolitan universities.

当前UCF调查得到了1489例在线学生的回应，回报率达到大约三成。图一描述了受访者的世代分布。该示例包含的里根世代学生超过半数，婴儿潮世代和网络世代各占到大约四分之一。该发现强化了这样一种预期，即在都市大学的分布式学习人群当中，年龄分布呈多样化。

Figure 1. Generations of Online Students

图一、在线学生的世代分布

As Figure 2 illustrates, older learners reported more positive learning engagement. The Net Gen, with 73 percent of maximum, shows a steep decline compared to Boomers' 85 percent rating. The positive narratives for all three groups stressed flexibility, convenience, and self-paced learning for their online experiences. Those points converge on reduced opportunity cost for obtaining an education thanks to online learning. The less positive perceptions of the generations showed extensive variability. Baby Boomers lamented the lack of face-to-face interaction in the online environment, a comment consistent with this generation's tendency to discuss and tell stories. Generation X was uncomfortable with the continual connectedness of online learning that contradicts their penchant to "get to the point" and "move on with it." The Net Gen respondents were disappointed; they perceived a lack of immediacy in their online courses and felt that faculty response times lagged behind their expectations.

如图2所示，年长学习者参与学习更加积极。网络世代，达到最大值的73%，与婴儿潮世代的85%相比，显示出较大的差距。这三组的积极性体现了他们在网上学习经验中的的灵活性、便利性、自我调整能力。这些使得教育因为在线学习而降低机会成本。各世代认知不够积极，表明有各种原因。婴儿潮世代哀叹在线环境缺乏面对面的交流，该世代倾向于讨论、讲故事，这与其评价相一致。里根世代不习惯在线学习的不间断连通，这与他们的“直奔主题”、“继续前进”偏好相抵触。网络世代受访者感动失望，他们觉得在线课程缺乏即时性，觉得教师的响应时间慢得超出了他们的预期。

Figure 2. Percent of Maximum Scores on Learning Engagement for the Generations

图二、各世代学习参与程度比值

Figure 3 presents the trend in interaction value from one generation to the next. Again, a comparison of the three generations shows a high of approximately 63 percent for the Boomers, 56 percent for Generation X, and 50 percent for the Net Gen. The narratives for interaction indicated that the Boomers judged communication patterns in online classes to constitute one-on-one attention. Gen-Xers responded well to the constant availability of interaction. Net Geners enjoyed the ability to form interactive communities among their peers. On the less positive side, Baby Boomers preferred some face-to-face encounters with their instructors; Generation X students reported substantial, pointless interaction in class; and the Net Gen students felt that the interaction mechanisms designed by their instructors were much less adequate than their personal technologies.

图三列出了从各代人之间对互动的态度趋势。同样，比较三代人，可以看到婴儿潮世代大约高达63%，里根世代达到56%，网络世代只有50% . 对互动的描述指出，婴儿潮世代认为在线课堂的通讯模式构成了一对一的关注。里根世代对于持续不断的有用互动反应良好。网络世代喜欢在其同伴之间形成互动社区的能力。在不积极的方面，婴儿潮世代首选与其导师的面对面接触，里根世代学生称在课堂中有大量无意义的互动，网络世代学生觉得他们导师设计的互动机制，与他们自己的技术相比，太少了。

Figure 3. Percent of Maximum Scores on Interaction Value for the Generations

图三、各世代对待互动的态度比值

Generational differences were also found in whether students changed their approach to learning as a result of their online experience (see Figure 4). The downward trend by age cohorts continues for this measure. More than half of the Boomers claimed that they modified their learning techniques; the Net Geners decreased to a low of 23 percent. The narratives showed that Baby Boomers enhanced their technology skills and integrated them into their modified student roles, Gen-X students improved their ability to manage time effectively, and Net Geners felt a heightened sense of responsibility and motivation.

在学生是否因为在线学习体验而改变其学习方法的调查当中，也存在世代差异（见图四）。按年龄层下降的趋势会继续存在。超过半数的婴儿潮世代宣称，他们修改了他们的学习方法。网络世代改变数量降低到23% . 这项调查显示，婴儿潮世代增强了他们的技术技能，并纳入到修改后的学生角色当中，里根世代学生改善了他们有效地管理时间的能力，网络世代的责任和动机有明显提高。

Figure 4. Students Who Changed Their Approach to Learning by Generation

图四、各世代学生改变其学习方法的比例

Responding to Results

研究结果

These differences in student generations present an opportunity for the institution to work toward instruction that addresses the varying needs of students. At UCF, faculty members who teach online or blended courses participate in a faculty development course designed to guide them in both technological and pedagogical approaches to Web instruction. Through a series of interactive sessions with instructional designers and Web faculty veterans, beginning faculty are encouraged to redesign their courses to focus on being student centered and interactive. Beyond the course structure faculty learn to integrate formative and summative assessment mechanisms, both for themselves and for students. The focus is on faculty facilitating instruction and students becoming active and interactive learners.²² Blended learning provides a unique opportunity to bridge generations, providing the face-to-face contact requested by Baby Boomers, the independence preferred by Gen-Xers, and the interaction and sense of community desired by Net Geners. Extensive use of e-mail, discussion groups, and live chat increases communication and collaboration among students as well as between students and the instructor.

各世代学生之间的这些差异，为教育机构努力教学，解决学生的各种需求，提供了机会。在UCF，教授在线课程和混合课程的教师，都参与到旨在引导他们技术和教学法适应网络教学的教师发展课程。通过一系列与教学设计者、网络教师高手的互动环节，鼓励教师开始重新设计自己的课程，注重以学生为中心，注重互动。除了课程结构之外，教师还学到为他们自己和为学生，整合形成性评价和终结性评价机制。重点在于促进教学的能力，使学生变成积极互动的学习者。混合式学习为沟通各世代提供了独特机会，为婴儿潮世代提供了他们要求的面对面沟通，为里根世代提供了他们首选的独立，为网络世代提供了他们渴望的互动和社区感觉。广泛使用电子邮件、小组讨论、实时聊天，增进了学生之间、师生之间的交流和合作。

Excellent Teaching

优秀教学

From our exploration of generational issues, an important question evolved: Can students distinguish characterizations of excellent teachers independent of generation, learning style, course modality, and technological sophistication? Data collected at UCF, with more than half a million student responses, suggest an answer.²³ We have identified six characteristics that students attribute to the best faculty—characteristics that are independent of age, gender, and academic achievement. Interestingly, these characteristics correspond to the seven principles of good practice in undergraduate education²⁴ and to the national study of student engagement.²⁵ Although students' behaviors, attitudes, and expectations are generally shaped by their generation, what constitutes good teaching appears to be universal across these generations. Students believe that excellent instructors:

在我们对各世代的问题的探究过程中，产生了一个重要问题：学生能否辨别出优秀教师与世代无关、学习风格、课程方式、技术复杂程度的特征？从UCF 收集的数据，包括超过五十万学生的反馈，给出了答案。我们找到六项学生认为优秀教师应有的特征，这些特征与年龄、性别、学术成就无关。有趣的是，这些特征都符合《本科教育优秀教法七项原则》和《对学生参与的国家研究》。虽然学生的行为、态度、和期望通常会受到所属世代的影响，但优秀教学的定义在各个世代都是一样的。学生相信，优秀教师应当：

• Facilitate student learning


• 促进学生学习
  
  


• Communicate ideas and information effectively


• 有效交流想法及信息
  
  


• Demonstrate genuine interest in student learning


• 展示出真正关心学生的学习
  
  


• Organize their courses effectively


• 有效组织课程
  
  


• Show respect and concern for their students


• 尊重、关心学生
  
  


• Assess student progress fairly and effectively


• 公平有效的评估学生学习进度
  
  

This seemingly paradoxical way in which students determine teaching excellence through the lens of their instructors clarifies how universities must accommodate students' needs, realizing that these needs are universal, yet greatly mediated by the Net Generation.

学生透过对教师的看法体现出对优秀教学的认定，这种看似矛盾的方法，点明了大学必须适应学生需求的程度，认识到这些需求是普遍的、在很大程度上以网络世代为媒介。

Conclusion

结论

The Net Generation possesses sophisticated technological adaptability and a remarkable capacity to incorporate multitasking into day-to-day academic activities. However, there is also a growing discrepancy between institutional infrastructure and these students' personalized facility with information. Freeland²⁶ described a corresponding trend emerging in higher education that he called practice-oriented education—the combination of liberal and professional studies. He foreshadowed the students' tendency to learn through bricolage and the university's reticence to respond: "After 1945 it [the academy] became steadily more open… [but] as its clientele became more 'modern,' higher education became more traditional."²⁷ As we move into the next decades, the resolution of that polarization compels colleges and universities to examine, and perhaps redesign, their strategic direction.

网络世代拥有发达的技术适应性和卓越的能力，把多任务能力融入到日常学术活动当中。然而，在教育机构基础设施，及其学生的个性化信息技能之间，也有日渐扩大的差距。弗里兰描述了高等教育新出现的相应趋势，他称之为面向实践的教育——结合了自由学习和专业研究。他预言学生倾向于拼凑式学习，而大学无以应对：“一九四五年以后，高校逐渐变得开放……但是因为其客户变得更加‘现代化’，高等教育就愈发显得传统。”当我们进入下一个十年，这种两极分化的状况，迫使高校展开调研，可能要重新设计他们的战略走向。

If today's students do not represent the constituency that our higher educational system is designed to teach as asserted by Prensky,²⁸ how do we remedy that situation? Possibly, by studying how students interacted (politically, economically, culturally, socially, and technologically) with institutions' instructional climate in the past. By monitoring technology developments and their impact on the student population, we will be better able to anticipate the needs of the class of 2025. This approach will thrust institutions into a forward-thinking posture rather than a reactionary one in response to incoming student cohorts.

如普林斯基所称，如果今天的学生并不代表我们高等教育体制要教的客户，那么我们要如何解决这一局面？或许，通过研究学生过去如何与教育机构的教育思潮进行（政治、经济、文化、社会、技术）互动。通过监视技术的发展以及对学生的影响，我们可以更好地预测二〇二五年学生的需求。这种做法会推动教育机构富有远见，而非回应新进学生的保守者。

From an instructional design perspective, we realize that knowing our students gives us many more options for engaging them in the learning process. Throughout the generations, colleges and universities have attempted to tailor instructional protocols to accommodate students' preferences for acquiring knowledge, enhance learning, reduce ambivalence, facilitate maturation, and maximize success. The audacity with which the Net generation has burst on the academic scene has accelerated our need to understand its learning characteristics. A conundrum accompanies that solution, however: adaptation for the present generation may not be adequate for the next.

从教学设计的角度来看，我们认识到，了解我们的学生给我们参与到学生学习过程中有了更多选择。高校都尝试制定适合所有世代的教学协议，以满足学生对获取知识、增强学习、减少矛盾、促进成熟、取得最大限度成功的偏好。网络世代的大胆，常常在教学环境中爆发，加快了我们对了解其学习特征的需求。然而，解决老问题同时伴随有新问题：适应现在的世代就有可能不能适应下一代人。

Endnotes

尾注

 


1. Neil Howe and William Strauss, Millennials Rising:The Next Great Generation (New York: Vintage Books, 2000).


 


2. Alan Kay quoted in Marc Prensky, Digital Game-Based Learning (New York: McGraw-Hill, 2000), p. 38.


 


3. Marshall McLuhan and Bruce R. Powers, The Global Village: Transformations in World Life and Media in the 21st Century (New York: Oxford University Press, 1999).


 


4. Steve Jones et al., "The Internet Goes to College: How Students Are Living in the Future with Today's Technology" (Washington, D.C.: Pew Internet & American Life Project, September 15, 2002), http://www.pewinternet.org/reports/toc.asp?Report=71.


 


5. Ibid.


 


6. Charles D. Dziuban, Patsy Moskal, and Joel Hartman, "Blended Learning" (Boulder, Colo.: EDUCAUSE Center for Applied Learning, research bulletin, issue 7, 2004), http://www.educause.edu/ir/library/pdf/ecar_so/erb/ERB0407.pdf.


 


7. Steve Silberman, "Just Say Nokia," Wired Magazine, issue 7.09 (September 1999), p. 2.


 


8. Joel Garreau, "Cell Biology: Like the Bee, This Evolving Species Buzzes and Swarms," Washington Post, July 31, 2002, p. C01, http://www.washingtonpost.com/ac2/wp-dyn?pagename=article&node=&contentId=A23395-2002Jul30.


 


9. Howard Rheingold, Smart Mobs: The Next Social Revolution (Cambridge, Mass.: Perseus Books Group, 2002).


 


10. Bryan Alexander, "Going Nomadic: Mobile Learning in Higher Education," EDUCAUSE Review, vol. 39, no. 5 (September/October 2004), pp. 30, http://www.educause.edu/pub/er/erm04/erm0451.asp.


 


11. Claude Lévi-Strauss, The Savage Mind (Chicago, Ill.: University of Chicago Press, 1968).


 


12. Sherry Turkle, Life on the Screen: Identity in the Age of the Internet (New York: Touchstone, 1995).


 


13. John Seely Brown, "Growing Up Digital," Change, vol. 32, no. 2 (March/April 2000), pp. 10–11, http://www.aahe.org/change/digital.pdf.


 


14. Turkle, op. cit., p. 60.


 


15. Dziuban, Moskal, and Hartman, op. cit.


 


16. Diana Oblinger, "Boomers, Gen-Xers, and Millennials: Understanding the 'New Students,'" EDUCAUSE Review, vol. 38, no. 4 (July/August 2003), pp. 37–47, http://www.educause.edu/apps/er/erm03/erm034.asp.


 


17. Howe and Strauss, op. cit.


 


18. Robert W. Wendover, From Ricky & Lucy to Beavis & Butthead: Managing the New Workforce (Aurora, Colo.: The Center for Generational Studies, Inc., 2002).


 


19. Oblinger, op. cit.


 


20. William Strauss and Neil Howe, Generations: The History of America's Future, 1584 to 2069 (New York: William Morrow and Company, Inc., 1991).


 


21. Wendover, op. cit.


 


22. Dziuban, Moskal, and Hartman, op. cit.


 


23. Charles D. Dziuban, Morgan D. Wang, and Ida J. Cook, "Dr. Fox Rocks: Student Perceptions of Excellent and Poor College Teaching" (unpublished manuscript, 2004).


 


24. Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for Good Practice in Undergraduate Education," AAHE Bulletin, vol. 39, no. 7 (March 1987), pp. 3–7, http://aahebulletin.com/public/archive/sevenprinciples1987.asp.


 


25. George D. Kuh, "Assessing What Really Matters to Student Learning," Change, vol. 33, no. 3 (2001), pp. 10–19.


 


26. Richard M. Freeland, "The Third Way," The Atlantic Monthly, vol. 294, no. 3 (October 2004), pp. 144–147, http://www.theatlantic.com/doc/prem/200410/freeland.


 


27. Ibid., p. 141.


 


28. Marc Prensky, "Digital Natives, Digital Immigrants, Part I," On the Horizon, vol. 9, no. 5 (October 2001); available from http://www.marcprensky.com/writing/.

Further Reading

延伸阅读

Charles D. Dziuban et al., "Three ALN Modalities: An Institutional Perspective," in Elements of Quality Online Education: Into the Mainstream, volume 5 in the Sloan-C series, John Bourne and Janet C. Moore, eds. (Needham, Mass.: Sloan-C, 2003), http://www.sloan-c.org/publications/books/vol5summary.pdf.

Charles D. Dziuban, Patsy Moskal, and Joel Hartman, "Higher Education, Blended Learning, and the Generations: Knowledge Is Power—No More," in Elements of Quality Online Education: Engaging Communities, volume 6 in the Sloan-C series, John Bourne and Janet C. Moore, eds. (Needham, Mass.: Sloan-C, in press).

Jay W. Forrester, "System Dynamics and the Lessons of 35 Years," The Systemic Basis of Policy Making in the 1990s, Kenyon B. De Greene, ed. (Cambridge, Mass.: MIT Press, 1991); see http://sysdyn.clexchange.org/sdep/papers/D-4224-4.pdf.

About the Authors

关于作者

Charles Dziuban is director of the Research Initiative for Teaching Effectiveness (RITE) at the University of Central Florida (UCF), where he has been a faculty member since 1970 teaching research design and statistics. He received his PhD from the University of Wisconsin. Since 1997, he has directed the impact evaluation of UCF's distributed learning initiative, examining student and faculty outcomes as well as gauging the impact of online courses on the university. Dziuban has received funding from several government and industrial agencies, including the Ford Foundation and the Centers for Disease Control. In 2000, he was named UCF's first-ever Pegasus Professor for extraordinary research, teaching, and service.

查尔斯·久班，是佛罗里达中央大学（UCF）教学效力研究计划（RITE）主任，自一九七〇年以来任教《研究设计与统计》。在威斯康星大学获得博士学位。自一九九七年，他领导了UCF的分布式学习计划的影响力评估，衡量学生及教师的成果，以及计量大学在线课程的影响。已获得若干政府和企业机构的资金，包括福特基金会和美国疾病控制中心。二〇〇〇年，他被任命为UCF史上第一位飞马教授，以表彰其非凡的研究、教学和服务。

Joel L. Hartman is vice provost for information technologies and resources at UCF. As the university's CIO, he has overall responsibility for library, computing, networking, telecommunications, media services, and distributed learning activities. He previously served as treasurer and chair of the EDUCAUSE Board of Directors and currently serves as chair of the EDUCAUSE National Learning Infrastructure Initiative (NLII) Planning Committee. He also serves on the Florida Digital Divide Council, the Microsoft Higher Education Advisory Council, and the board of directors of Florida LambdaRail. Hartman graduated from the University of Illinois, Urbana–Champaign, with bachelor's and master's degrees in journalism and communications, and received his doctorate from UCF.

乔尔·哈特曼，UCF 信息技术与资源副主管。作为大学CIO，他全权负责图书馆、计算机、网络、电信、媒体服务、分布式学习活动。此前担任EDUCASE 董事会的财务主管和主席，目前担任EDUCASE 国家学习架构计划（NLII）规划委员会主席。他还服务于佛罗里达州数字鸿沟委员会、微软高等教育咨询委员会、佛罗里达兰姆达横杆董事会。伊利诺伊大学香槟分校，具有学士和新闻传播硕士学位，并在UCF 获得了博士学位。

Patsy Moskal is the faculty research associate for RITE at UCF, where she has been a faculty member since 1989. She received an EdD from UCF specializing in instructional technology and research methods and holds bachelor's and master's degrees in computer science. Since 1996, she has served as the liaison for faculty research of distributed learning at UCF. Moskal specializes in statistics, graphics, and applied data analysis. She has extensive experience in research methods, including survey development, interviewing, and conducting focus groups, and frequently serves as a consultant to school districts, industry, and government organizations.

帕齐·莫什卡尔，是UCF 的RITE 的教师研究助理，自一九八九年开始执教。在教学和研究方法的技术专业获得佛罗里达中央大学的教育博士，拥有计算机科学学士和硕士学位。自一九九六年，一直担任UCF 分布式学习的教师研究联络员。擅长统计、图形、数据分析和应用。在研究方法方面有着丰富的经验，包括调查的发展、访谈、主持小组讨论，并经常以顾问身份服务于学区、行业和政府机构。

Web-only Chapter Resources

网络章节资源

• Center for Generational Studies, <http://www.gentrends.com>.


• Learning online at UCF, <http://online.ucf.edu/index.html>.


• UCF Research Initiative for Teaching Effectiveness (RITE), <http://pegasus.cc.ucf.edu/~rite>.


• Pew Internet & American Life Project, <http://www.pewinternet.org/>.


• UCF's Faculty Development Courses, <http://reach.ucf.edu/~idl6543/>, <http://reach.ucf.edu/~adl5000/>, and <http://reach.ucf.edu/~essentials/>.


• National Study of Student Engagement (NSSE), <http://www.indiana.edu/~nsse/>.


• The generational writings of Marc Prensky, <http://www.marcprensky.com/>.


• UCF Video on the Generations, <http://engage.ucf.edu:28158/ramgen/ucf/cdws/parlor/parlor2.rm>.

http://www.educause.edu/Resources/EducatingtheNetGeneration/PreparingtheAcademyofTodayfort/6062