Student Use of Information and Communication Technology: Does it Foster a Deep Approach to Learning?

Abstract

Within our UK psychology undergraduate population there is significant variability in previous information and communication technology (ICT) exposure. Student use of a newly designed intranet page and related web-based resources was evaluated. Using a non-experimental survey design, 42 students completed evaluation questionnaires designed to determine use of the intranet related to one module. The results revealed that students overwhelmingly preferred the learning materials that were provided in lecture note format, a format that may confine learning to a restrictive framework (Fry, Ketteridge and Marshall, 1999). These findings have implications in relation to the student learning experience and pose a challenge for future undergraduate cohorts in light of the widening participation agenda.