Publicação
The use of tools and services for file sharing and collaboration in an institution of higher education
| Resumo: | This article reports the results of a study about the tools and services that students at a higher education institution used during the previous academic year (2009/10) to share files and collaborate online. The study aims to find out what tools and practices were used by students in activities related to learning and day-to-day (leisure and socialization) activities, trying to establish a relationship between social and academic use of these tools. The results point to a distinctive use regarding the two types of activities, with a preference for traditional means of interaction in the classroom and the access to traditional contents in a passive way. These results confirm recent studies that say that the generational split between natives and digital immigrants is a myth, and that the skills and enthusiasm for Web 2.0 tools of the digital native students are overstated and that the generation gap is not observed in learning activities. © 2011 AISTI. |
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| Autores principais: | Videira Tavares, Antonio Jose |
| Outros Autores: | Amaral, Luis |
| Assunto: | digital immigrants digital natives file sharing and collaboration higher education net generation web2 in higher education |
| Ano: | 2011 |
| País: | Portugal |
| Tipo de documento: | comunicação em conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | português |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | This article reports the results of a study about the tools and services that students at a higher education institution used during the previous academic year (2009/10) to share files and collaborate online. The study aims to find out what tools and practices were used by students in activities related to learning and day-to-day (leisure and socialization) activities, trying to establish a relationship between social and academic use of these tools. The results point to a distinctive use regarding the two types of activities, with a preference for traditional means of interaction in the classroom and the access to traditional contents in a passive way. These results confirm recent studies that say that the generational split between natives and digital immigrants is a myth, and that the skills and enthusiasm for Web 2.0 tools of the digital native students are overstated and that the generation gap is not observed in learning activities. © 2011 AISTI. |
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