Abstract
In 2012 (N = 2339) and 2015 (N = 1327), a longitudinal analysis was carried out to investigate changes in the media usage patterns of German higher education (HE) students, with a special emphasis on differences between traditional students (TS) and non-traditional students (NTS). Based on an online questionnaire, the students provided information about the digital devices they own or have access to, on the frequency of use as well as perceived value of digital media, e-learning tools and services for their learning in HE. The presented results indicate implications for the instructional design of teaching and learning in HE. In general, the findings show a shift towards using mobile devices. Unexpectedly, the frequency of media usage is slightly, but significantly, decreasing from 2012 to 2015. Furthermore, the results are discussed based on a media usage typology that distinguishes between entertainment users, peripheral users, advanced users and instrumental users. NTS are over-represented in the group of instrumental users who tend to apply e-learning tools a lot. Moreover, NTS state a higher demand for digital teaching and learning formats than TS.Published: 5 October 2018Citation: Research in Learning Technology 2018, 26: 2038 - http://dx.doi.org/10.25304/rlt.v26.2038
Highlights
In the 1950s, the traditional students (TS) in the German higher education (HE) system were males, younger than 25 years, financially independent, studied full-time and went to university directly from school (Garz 2004)
In 2012, as well as in 2015, more than 99% of the participating students had Internet access at home, which illustrates the full expansion of the Internet among students in HE
Having a closer look at which digital devices are owned, the ranking of the proportional values shows no difference between TS and non-traditional students (NTS)
Summary
In the 1950s, the traditional students (TS) in the German higher education (HE) system were males, younger than 25 years, financially independent, studied full-time and went to university directly from school (Garz 2004). TS were known to study full-time and usually got admitted to university immediately after undergoing high school education. In recent times, increased diversification of the student body in HE is a common feature. From 1975 to 2015, the number of HE students in Germany increased by more than 200%, from 840 000 to 2.76 million students (Destatis n.d.)
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