Student media usage patterns and non-traditional learning in higher education

Olaf Zawacki-Richter,Wolfgang Müskens,Ahmed Aldraiweesh,Ulrike Krause,Uthman Alturki

doi:10.19173/irrodl.v16i2.1979

Abstract

A total of 2,338 students at German universities participated in a survey, which investigated media usage patterns of so-called traditional and non-traditional students (Schuetze &amp; Wolter, 2003). The students provided information on the digital devices that they own or have access to, and on their usage of media and e-learning tools and services for their learning. A distinction was made between external, formal and internal, informal tools and services. <br /><br />Based on the students’ responses, a typology of media usage patterns was established by means of a latent class analysis (LCA). Four types or profiles of media usage patterns were identified. These types were labeled entertainment users, peripheral users, advanced users and instrumental users. Among non-traditional students, the proportion of instrumental users was rather high. Based on the usage patterns of traditional and non-traditional students, implications for media selection in the instructional design process are outlined in the paper.

Highlights

During the 1960s and 1970s, society acknowledged the value of education in creating wealth
The records imply that 39% of the 21 million undergraduate and graduate students in the USA are over 25 years of age, and 11% are older than 40 years
This paper presents first results of a study that investigated media usage patterns of students in higher education (N=2,338 with a special emphasis on non-traditional students (N=789)

Summary

Introduction

During the 1960s and 1970s, society acknowledged the value of education in creating wealth. This educational interest was politically-based and focused on non-traditional studies (Gould & Cross, 1977). In this context, universities began to attract non-traditional target groups as a way of harnessing education. Traditional students were known to study full-time and usually got admitted to the university level after undergoing high school education (Guri-Rosenblit, 2005). The records imply that 39% of the 21 million undergraduate and graduate students in the USA are over 25 years of age, and 11% are older than 40 years. The same trend can be observed in German higher education institutions (Hanft & Brinkmann, 2013)

Methods

Results

Conclusion