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6/01 cJCIRC/DateDue.p65-p.15

 

THE EXPERIENCE OF FIRST YEAR COLLEGE STUDENTS
USING COMPUTER TECHNOLOGY

By

Mark Rinella

A DISSERTATION

Submitted to
Michigan State University
in partial fulﬁllment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration
Higher, Adult, and Lifelong Education

2003

ABSTRACT
THE EXPERIENCE OF FIRST YEAR COLLEGE STUDENTS USING
COMPUTER TECHNOLOGY
By
Mark Rinella
Revolutionary changes associated with technology in higher education

continue with little conclusive research that adequately explainshow students
experience computer technology during their ﬁrst year of collegeflhn this
qualiégtiye study, the researcher investigated the experience of ﬁrst year college
students using computer technology at a large land-grant research university.

Two research questions guided the research:

1. What is thﬁeﬁkexperience of ﬁrst year college students using computer
technology?
2. What types of computer experiences do students describe as

important to master in order to be successful their ﬁrst year of

”Wig—1 ~-

college?

This research involved the use of anonymous questionnaires, face-to-face
interviews, and focus group discussions. The data indicate that the participants in
this- study had a wide range of abilities and experiences related to computer
technology when they arrived on campus as ﬁrst year students. There was a
broad continuum of experience demonstrated by those who knew how to use

computer technology successfully and those who did not. The patterns that

emerged from the participant responses were categorized according to four types

of interactions which have been described as: 1) Leamer—Content, 2) Leamer-
lnstructor, 3) Leamer-Learner, and 4) Leamer—Interface according to Michael

#nw. _

Moore (1989) and Hillman, Hills, and Gunawardena (1994).

This study found there are many variables that determine the experience
that a student has using technology prior to startingthe ﬁrst year of college.
Some of these include racial, ethnic, gender, cultural, and religious differences
that inﬂuence the experience that students report using computer technology.
These differences may create obstacles for some ﬁrst year college students that

do not exist for others.

Participants suggested that some African-American students, speciﬁcally
males, may be disadvantaged because of limited experience with computer
technology. Some international students may also be at a disadvantage due to
limited or negative experiences using computers. Regardless of their past
experience using technology, participants in this study suggested that for ﬁrst
year students to be academically Successful at Michigan State University, they

need certain computer related knowledge and competencies.

There is a continued need for higher education to identify strategic
objectives and goals regarding how students will experience technology dunng
their ﬁrst year. The results of this study contribute to the body of knowledge
which will help inform decision makers, researchers, and other educators about

the experiences that ﬁrst year students are having with technology.

Copyright by
Mark Rinella
2003

This dissertation is dedicated to Buster Brown, Marco, and Bubba

ACKNOWLEDGEMENTS

It is hard to express in words, my deep appreciation for each of my
doctoral committee members. Each of them is very special to me and will always
have a special place in my heart and mind.

To Dr. John Dirkx—l wish to acknowledge your importance to me and
extend my gratitude to you for chairing my dissertation committee and serving as
my advisor. You stepped in after I had been at MSU for several years and were
the only “ofﬁcial” advisorl had. Your support is appreciated more than you will
ever know. I am very fortunate to have a nationally recognized and highly
respected scholar as my advisor. Thank you!

To Dr. Patrick Dickson -- You played a pivotal role in my academic career
and my life. There is no way you can realize what an important role you played
for me. I thank you for your guidance, encouragement, great sense of humor and
your friendship. It has been my pleasure and an honor to study and learn from
you while exploring our shared interests in technology and education. Your
classes, and all I experienced in France during the summer of 2001, will always
be among the most memorable times of my life. Thank you for many, many
reasons!

To Dr. Rhonda Egidio—l heard about what a great person you are long
before I had the pleasure of meeting you. Your caring, supportive, positive
reputation precedes you. I cannot thank you enough for your expertise and help
which enabled me to complete this task and graduate. It is because of the great
things you continue to do that l was able to beneﬁt from knowing you. Thank you
for your positive support and all you did for me!

Dr. Joe Levine»- You played a large and important role in my academic
success. The information and insight that you shared with me over the years is
extremely valuable. I am sincerely grateful to you for your advice and support of
my research and the entire dissertation process. I am very appreciative of the
extra effort you took to help me succeed. Thank you!

To my mother, Patricia, I thank you for your love and special support that
only a mother can provide. The success of your eight children and growing
number of grandchildren is due in large part to your hard work and the sacriﬁces
you have made for all of us.

I also want to acknowledge the late Dr. Cas Heilman who served as my
informal advisor until his death. His support during my ﬁrst year at MSU has
meant so very much to me. I also want to thank my classmate and friend, Dr.
Heather Robinson. Heather and l were in many of the same classes and l have
truly beneﬁted from knowing her. There are many other important people that are
too numerous to mention by name. Please know that I recognize and appreciate
the many, many people that have helped get me to where I am today.

vi

I want to publicly thank Marco and Bubba for their unconditional love and
support. You both are wonderful boys! Thank you!

Finally, there is someone that I want to acknowledge for changing my life
and making all of this possible. God brought this person into my life my third year
at Michigan State, and if it were not for her, I would not be a Spartan. I would
also not be who I am today. This person has helped to create many great
opportunities for me, and I continue to learn from her all the time. My life is
incredibly better because of her! I know there are countless other people and
students that love this lady, and I am one of them. Although it is not possible for
me to share all that she means to me, I can say that she means everything to
me. Dr. Marylee Davis, from the deepest part of my mind and heart, Thank you!

Most importantly, I thank God for being so very good to me and making all

of this possible. It is God that brought these wonderful people into my life and
created the incredible circumstances for all of this to happen. Thank you God!

vii

TABLE OF CONTENTS
LIST OF TABLES ........................................................................ xi

CHAPTER 1- STATEMENT OF THE PROBLEM

Introduction ................................................................................ 1
Statement of the Problem ............................................................. 5
Purpose of the Study ................................................................... 7
Signiﬁcance of the Study .............................................................. 7
Research Questions .................................................................... 9
Deﬁnitions ................................................................................. 9
Delimitations and Assumptions of the Study ..................................... 10
Summary .................................................................................. 12

CHAPTER 2- LITERATURE REVIEW

Introduction ............................................................................... 1 3
Computer Technology in Postsecondary Education ........................... 16
The First Year of College Experience ............................................. 19
Student Development Theory ....................................................... 24
Distance Education Theory .......................................................... 26
Technology and the First Year of College Experience ....................... 27
Limitations of the Current Literature ............................................... 27
Summary ................................................................................. 29

CHAPTER 3- RESEARCH DESIGN AND METHODOLOGY

Introduction ............................................................................... 30
Research Design and Procedure ................................................... 31
Context of the Study .................................................................... 34
Data Collection ........................................................................... 36

Anonymous Questionnaire .................................................... 37

Face-To-Face Interviews ...................................................... 37

Focus Groups Conversations ................................................ 40
Population and Sample ................................................................. 42
Data Analysis .............................................................................. 46
Summary ................................................................................... 47

CHAPTER 4- FINDINGS OF THE STUDY

Introduction ................................................................................ 48
Anonymous Questionnaires ........................................................... 49
Focus Group Discussions ............................................................. 49
Proﬁle of the Face-to-Face Interviewees .......................................... 50
Findings .................................................................................... 57

viii

Leamer-Content Interactions .......................................................... 57

Leamer—Instruct Interactions ........................................................... 60
Leamer—Leamer Interactions .................................................... 64
Leamer—Interface Interactions ........................................................ 68
Review of the Findings ................................................................. 75
Summary .................................................................................. 76

CHAPTER 5- SUMMARY, CONCLUSIONS, LIMITATIONS,
IMPLICATIONS, AND RECOMMENDATIONS

Introduction ............................................................................... 77
Summary of Findings and Signiﬁcance of the Study ........................... 78
Using Computer Technology Prior to Coming to
Michigan State University ......................................................... 79
Using Computer Technology for Academic Purposes ....................... 80
Using the Computer vs. Visiting the Library to Conduct Research ........ 80
Importance of Computer Skills for Career Development ..................... 81
Using Computer Technology for Learner-Instructor Interactions .......... 82
Using Computer Technology for Communication .............................. 83
Using Computer Technology for Entertainment ................................. 84
Knowledge and Skills Related to Technology that are
Necessary to be Successful at Michigan State University ..................... 85
A Summary of the Findings Reﬂected In This Study ........................... 85
Conclusions .............................................................................. 87
Limitations of the Study ................................................................ 89
Implications .............................................................................. 91
Implications for Key Constituents ............................................ 91
Implications and Recommendations for Practice 92
Implications for Practitioners ............................................... 93
Implications and Recommendations for MSU ........................... 94
Technology Recommendations ...................................................... 97
Recommendations for Future Research ........................................... 98
Reﬂections ................................................................................. 99
APPENDICES
Appendix A: University Committee on Research Involving Human
Subjects Approval ........................................................................ 102
Appendix B: Statement for Informed Consent ..................................... 104
Appendix C: Consent Form and Demographic Information Sheet 106
Appendix D: Technology Questionnaire Version One ........................... 108
Appendix E: Technology Questionnaire Version Two ............................ 110
Appendix F: Interest Form for Interview and/or Focus Group Participation 112
Appendix G: Face-to-Face Interview Questions ................................... 114
Appendix H: Letter of Invitation to Focus Group Participants .................. 116
Appendix I: Focus Group Questions ................................................. 118
Appendix J: Summary of Anonymous Questionnaires ......................... 120

ix

Appendix K: Summary of Face-to-Face Interviews ............................. 139

Appendix L: Letter to Participants to Review Transcribed Interviews ...... 177
Appendix M: Summary of Focus Group Discussions ........................... 179
TABLE

Table 1: Information about Data Sources .......................................... 48
BIBLIOGRAPHY ......................................................................... 190

LIST OF TABLES

Table 1: Information about Data Sources .......................................... 48

xi

CHAPTER ONE

STATEMENT OF THE PROBLEM

Introduction

An 18-year-old African American freshman feels frustrated and stressed
as he receives his test score. “This is not fair!" he thinks to himself. “The teacher
didn't announce that he was going to send out study tips via e-mail the day
before the exam. I only check my e-mail about once a week. I probably scored
lower than most of the other people in this class who know how to use e-mail

better than I do. I hate these stupid computers.”

In the same class, a different student from a foreign country is also
concerned about the low score on her test. She has been living in the United
States less than ﬁve years and English is not her ﬁrst language. In the country
where she grew up, the schools often did not consistently have access to
electricity. Computers were a luxury that only a small percentage of the
population could afford. She was not one who had that luxury. The experiences
of these ﬁrst year students with technology help to paint a picture of the unique

needs of students arriving on college campuses today.

Computers are inﬂuencing every segment of society including the
American school and home. The use of computer technology for most people
living in the United States has become so assimilated into their lives that
relatively little thought is given to how much their lives have changed and
continue to change as a result of these innovations. A recent study reported that
over 72% of Americans have some type of access to the Internet and this
number continues to increase every day (Read, 2001 ). It is worth noting that
more than half of those without lntemet access at the time indicated they
expected to have access within the next twelve months. Advances in technology
are expected to continue to revolutionize education in the United States and the

entire world.

An area in which this transformation is evident is our system of
postsecondary education. “Higher Education is just beginning to feel the impact
of a powerful new force - digital technology”, (Newman 8. Scuny, 2001p.1).
Some authors assert that virtually every area of campus has been strongly
inﬂuenced by technology (Flowers, Pascarella, & Pierson, 2000). In recent years,
there has been a trend for colleges to require students to bring a computer with
them to campus along with their books and other academic materials. The

interest in this topic continues to grow (Gates, 1998).

Revolutionary changes associated with technology in higher education
continue with no conclusive research that adequately explains how this computer

requirement, an unstated expectation of readiness, may inﬂuence how students

experience technology their ﬁrst year of college. Most successful college
students have little choice but to be exposed to, or interact with, computer
technology for several hours every day. Key research has emphasized the
importance of the experience of the ﬁrst year of college on a student's ultimate
academic achievement (Barefoot, 2000; Gardner, 1989; Belcheir, 2001).
Whether a student has positive or negative interactions, thoughts, and feelings
about computer technology during that year may have a large inﬂuence on their

educaﬁonalexpenence.

Technology also has altered the nature of teaching and Ieaming
(Newman & Scurry, 2001). As Kleinglass (2001) notes, computer technology is
not a new phenomenon, but its impact on Ieaming and education is new. 5“
America is said to be experiencing a revolution In its postsecondary educational
system (Ward, 2000). The introduction of computer technology and the
development of the lntemet have created a college experience that previous
generations could not have experienced. Computer technology is dramatically

changing what is expected from a student in order to graduate from college.

Computers are changing almost every facet of postsecondary education, /
including how students learn and communicate. Educators, including faculty and
administrators, are being forced to reevaluate and modify how they interact with

students, parents, and other constituents.

While it may be evident that computers are having a dramatic impact on

new college students communicate and access InformatIon it is less clear,
”mg-”ﬁx... My —---~-e—-r-¢-""’“"' " “*- rm . .. ,- ~

however, how ﬁrst year college students describe their experience using
technology. For example, college students are required to demonstrate certain
proﬁciency levels in areas such as math, science, and English; yet few
postsecondary institutions have consistent proﬁciency standards for using

technology.‘While Students are being required to use computers in most of their

"a—

m”-

courses, each of them has had different experiences that may inﬂuence and

determine their future experience with technology.

For generations, ﬁrst year college students were taught by teachers who
played the role of “sage on the stage”, often with the focus primarily on the
teacher. This perspective is changing. Today, it is believed that faculty may be
more effective if they become “the guide on the side” (Boettcher, 1999).
According to “T he Futures Project: Policy for Higher Education in a Changing
World” (Newman & Scurry, 2001), technology is a primary inﬂuence that is

shifting the role of faculty from being the source of information to becoming more

#—
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of a coach or guide in the Ieaming process. Baldwin (1998) maintained this shift
has caused the teacher’s role in the classroom to undergoﬂa‘drawmaticwm
transformation and not necessarily in a uniform fashion. This transformation of
the role of the faculty no doubt has inﬂuenced the experience of ﬁrst year

students and their use of technology.

Pelligrino and Altman (1997) assert that the future requires professional
teachers to be well prepared to incorporate technology in their own instruction to

support, encourage, and improve their students” Ieaming. Merriam and Caffarella

were somewhat ahead of the time when in 1991 they suggested that in order to
function in today’s society, individuals must be technologically competent in their
work life, personal life, and in their community. The data seem to be

unchallenged that technology will continue to have a more signiﬁcant role in the

lives of students.

It has become an expectation that in order for higher education to prepare
students to be effective citizens in a global economy, technology should be

integrated into student lives and the curriculum. It is expected that technology will

36—.

d

continue to be more pervasive in virtually all higher education endeavors (Gatz &

Hart, 2000).
Statement of the Problem
According to Roe (2000),

Student’s lives are complex collections of factors and experiences.
When they arrive at college, they bring the inﬂuences of prior
educational experiences, interpersonal relationships (including
family and friends), and personal behaviors and traits. Many of
these dynamics persist during the freshmen year, combining with
the inﬂuence of college to render a variety of personal experiences

and perspectives among students concerning college and success

(p.54).

Students are having different experiences in the area of technology prior
to and during their ﬁrst year of college. While there is no uniform standard for
assessing a person’s skill or ability level with technology, yet students are
expected to be competent in using a variety of computer programs that vary

among and between institutions. Research indicates that students must be

--‘, .....

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competent with computers in order to succeed In college regardless of their ﬁeld

W.-

 

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of study (Gates, 1998). A study conducted by the American Council on Education
(ACE) and the University of California Los Angeles (UCLA) concluded that the
use of computers and the Internet have become so common among students

that computer technology is now considered just another part of the educational

experience (Roach, 1999).

The signiﬁcance of computer competency is reﬂected in the growing body
of research that suggests a student’s ability to communicate, research, and
produceprinted materials using a computer has a strong inﬂuence on that
student’s college experience and achievement (Nonnamaker, 2000). This
expectation of computer competency is evident by the escalating number of
colleges and universities that are requiring incoming ﬁrst year students to come

to campus with a computer for their personal use. Although there is strong

__ —~.~-.-‘Iv-_>~'tv< MWHM.‘

debate about this issue (Webb, 2003), this Increase is projected to continue if

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colleges and universities that adopt a computer requirement continue to report

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such ﬁndings as: 1) enhanced Ieaming; 2) improved retention rates; 3) increased

hunt... owl-(Q

communication among faculty and students; 4) expanded access to resources

and 5) enhanced student marketability (Alexander 8 McKenzie, 1998).

In spite of such impressive ﬁndings, information about the experience of
ﬁrst year college students using technology is limited. Research to determine the
impact of technology on this population has been quit sparse and has been

inadequate (Van Dusen, 1997).
Purpose of the Study

The purpose of this study was to investigate how ﬁrst year college
students describe their experience using technology. It is important to know what

attitudes, skills} and u ‘idersﬂtandings students have as they experience

i ﬁx >~’/

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technology during their ﬁrst year of college. It is equally important to learn how

students develop the necessary technology competencies to be successful.
Signiﬁcance of the Study

The first semester of college is considered to have a profound impact on a
student’s college experience and achievement (Gardner and Upcraft, 1989). The
information gathered from this study will beneﬁt future students and educators by

bringing attention to the experiences that ﬁrst year students are having using

computer technology.

The signiﬁcance of this study is underscored by the large percentage of
ﬁrst year students who are using technology on a regular basis. The American
Council on Education and the UCLA Higher Education Research Institute
conducted a study that involved approximately 400,000 ﬁrst year students

entering 434 four-year colleges and universities in the fall of 2000. The study

indicated that 78% of the students had used a personal computer for some
reason during the past year. This study reported that 67% of the students had
used the Internet for research or homework and 65% had used e-mail to
communicate with others (Olsen, 2001). These data indicate that some ﬁrst year
college students have not had adequate positive computer experiences
necessary to be successful. Research indicates that the skills and experience
that students have using technology appears to inﬂuence how well students

achieve in school (Roblyer, Edwards, & Harriluk, 1997).

The information in this study is timely and meaningful. This research can
assist university ofﬁcials in understanding the experience of ﬁrst year students
and making better decisions regarding the technology needs of ﬁrst year
students. It will also inform researchers and other educators about the
experience that ﬁrst year students have using technology. The results may help
to better prepare students and prospective students to be successful during the
initial stage of their college career. By concentrating on processes, interpretation
and meaning derived from the participants, this research will bring new
knowledge and understanding to an area of study where the majority of research

has been quantitative (Rudestam 8 Newton, 2001; Belcheir, 2001).

Research Questions
The research questions for this study are:

1. What is the experience of first year college students using computer

technology?
2. What types of computer experiences do students describe as important to

master in order to be successful their ﬁrst year of college?
Definitions

For the purpose of this study and to facilitate understanding, the following

descriptive deﬁnitions are provided:

Academic Materials: This includes papers, presentations, and other

course related material created using a computer.

Electronic Mail: This is commonly referred to as “e-mail”. These are

electronic messages sent from a computer.

Entertainment: This includes listening to music, exploring the lntemet,

playing games, or similar type of diversion.

Faculty: This term refer to the instructor of a course. It includes professors,

instructors, andteaching assistants.

First Year College Students: Fulltime, ﬁrst year students who reside on

campus in university housing. These ﬁrst year students are “traditional”

college age, approximately 18 years of age, as compared to ﬁrst year
adult Ieamers who are characterized as approximately 25 years of age or

older.

Instant Messenger (IM): A communication software tool used via the
lntemet in “real time”, which may involve the exchange of text, sound, and
video to share information. It may also be used as a verb, such as

“IM’ing.”

Learner-Content Interaction: The process of students intellectually

interacting with and acquiring information from the material.

Leamer—lnstructor Interaction: The communication, including dialogue and
feedback, between the student and the teacher associated with creating a

positive Ieaming environment.

Leamer-lnterface Interaction: The process where the Ieamer must interact
with computer technology, and peripheral devices, in order to interact with

the content, instructor, or other Ieamers.

Leamer—Learner Interaction: The communication between individuals or

groups of students with or without teacher involvement.

Delimitations and Assumptions of this Study

This study investigates and documents the experiences of ﬁrst year

college students as reﬂected in the data received from anonymous printed

10

questionnaires, face-to-face interviews, and focus groups. The following outlines

the primary delimitations and assumptions of this study.

Delimitations:

This study is delimited to traditional age ﬁrst year college students who
lived in a residence hall at Michigan State University during the fall and spring

semesters of the 2001-02 academic year.

Assumptions of this study are:

. Universities that require students to bring a computer to campus also
expect students to use the computer for some academic purposes.

0 It is not the experience itself that is important, but rather how an individual
interprets an experience and the meaning that the individual attaches to
that experience that is of importance.

. Evaluation data can be examined for possible transferability in other
situations, but not generalized as in the quantitative sense (Sando, 2000).

0 According to Lincoln and Gubba (1989) the knower and the known are
interdependent and somewhat inseparable. The role of the researcher as
the Resident Director of the hall in which the participants live was an asset
for understanding the students from the perspective of a relative insider,

but it might also be seen as a source of unintentional bias.

11

Summary

This chapter presented and developed the rationale for this study. The
purpose of this research is to investigate how ﬁrst year college students describe

their experience using technology.

The results of this study are a contribution to the body of knowledge which
will inform decision makers, researchers, and other educators about the
experiences that ﬁrst year students at a large, public, land-grant research

university are having with technology.

Chapter two will review the relevant literature related to technology and

the experience of ﬁrst year college students.

12

CHAPTER TWO

LITERATURE REVIEW

Introduction

The purpose of this chapter is to provide a review of the relevant literature
related to ﬁrst year college students and their experience using technology. This
chapter provides an introduction and foundation for a comprehensive approach

to investigating the research questions:

1. What is the experience of ﬁrst year college students using computer
technology?
2. What types of computer experiences do students describe as important to

master in order to be successful their ﬁrst year of college?

Innovations created by the use of computers have inﬂuenced virtually
every segment of society. Postsecondary education is no exception. Due to the
dynamics associated with technology and change, postsecondary education may
be facing its most challenging time in history (Burbules, 2000). Colleges and
universities are struggling to provide the hardware, software, and training that
faculty, staff, and students need to compete in the modern global economy. The
American education system is coming under intense pressure and scrutiny to

educate students utilizing current technologies that continue to change, often

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faster than they are being integrated.

13

X
f \

Advances in technology have created formidable new competitors and
threats to the traditional system of higher education that did not exist a decade
ago (Baxter-Magolda & Terenzini, 2000). Distance Education and online Ieaming
continue to impact and shape higher education. Many students are choosing to
take courses over the Internet, which adds an additional dimension for
understanding how technology is inﬂuencing the experience of ﬁrst year college
students (Upcraft, Terenzini, & Kruger, 2000). Online courses and software
offered by for-proﬁt educational providers such as Phoenix University and
Blackboard are having a ﬁnancial impact on traditional colleges and universities.

Distance Ieaming, virtual universities, and other forms of electronic Ieaming are

vW~v

driving changes in education.

F.‘

Renowned management scholar, Peter Drucker, has predicted that large
institutions of higher education will become obsolete within 30 years (Turner,
2001). The Association of Governing Boards (AGB) has estimated that one-third
of the existing independent colleges and universities in the United States will
close during this decade. AGB also predicts that 10% of the existing public
colleges and 50% of the independent colleges will close within the next 25 years
(Dunn, 2000). These predictions have been associated with the role that

technology is now playing in our society and in higher education.

Some authors have asserted that advances in technology are having a
greater impact on American higher education than the GI Bill or the creation of»)?

land-grant universities (Kennedy, 2001). While it may be evident that most

14

college students are using computers on a daily basis, it IS not clear what

w,__.j... Mn. 4 ,_

inﬂuence technology Is having on these students (Gates, 1998).

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av

It is unknown what impact the use of technology has had on the ﬁrst year
experience of college students. Most of the published literature has concentrated
on issues related to delivery systems and Ieaming options as opposed to the
experiences of college students using technology (Cardenas, 1998; Duderstadt,
1999; Gilbert, 1996; Katz, 1999; Palloff 8 Pratt, 1999). Many of these studies

have relied exclusively or heavily on quantitative research (Barefoot, 2000).

According to researchers at the First Year Experience Policy Center, there
is a need for additional qualitative research involving ﬁrst year students
(Barefoot, 2000; Gardner, 1989; Belcheir, 2001). The majority of research
conducted on ﬁrst year students using technology has been quantitative
(Belcheir, 2001). These studies reveal that a large number of college students
are spending more time using their computers every week than they are
spending time in class. At the same time, studies have also shown that campus

M
libraries are experiencing a drastic reduction in student use. This Is believed to

“nguwﬁw‘”" ‘m‘ ML” "W ”‘—' -:' ”A‘ M A515." wam

 

be correlated with the increased use of personal computers and the lntemet,
which have become the primary source for student information and

communication.

15

Computer Technology in Postsecondary Education

While computers have been used for administrative and research tasks in
postsecondary education for manyyears, it has only been within the last decade
that computers have inundated colleges and universities around the country.
Some authors suggest that virtually every area of campus has been strongly
inﬂuenced by technology. Gatz and Hirt (2000) assert that computer technology
has become the primary source for researching/presenting} and analyzing

educational information/

James Duderstadt, president-emeritus of The University of Michigan, has
characterized today’s college students as members of the “digital generation”
who learn primarily ontheicown (McCabe, 1999). He maintains these members
of the digital generation are experiencing computer based Ieaming, distance
education, electronic mail, and conducting online research in even the most “low
tech" courses. This is occurring while students and instructors struggle with how
to balance the appropriate amount of time using computer technology with other

tools for Ieaming and communicating (Tapscott, 1998).

Computer use has been studied and documented from many
perspectives; however, the requirement that all ﬁrst. year college students have
their own computer is a new phenomenon (Brown, 1998). A review of the
literature reveals limited qualitative research on the experience of ﬁrst year

college students using technology. There are many published studies related to

16

 

using computers in education, but there has been little evidence to suggest how

this innovation inﬂuences the life of a college freshman (Ward, 2000).

There are many complex variables that inﬂuence the role that technology
plays in the life of ﬁrst year college students. One key variable is that access to
technology is not equally available to all. Research indicates there is a wide
spectrum of quality and quantity of access to current technology for ﬁrst year

students across the country and often within each state (Roach, 1999). Faculty

M'-

““'\4

members also have different levels of exposure, expertise, and experience using

technology (Baldwin, 1998).

Research suggests that gender, age, socio-economic status and many
other variables may inﬂuence who uses a computer and for what purposes. A
Report to the President of the Unites States on the Use of Technology to
Strengthen Education indicated that somo—ecognno’mIcstatus has a major inﬂuence
on whether there IS a computer In the home and who uses it (1997). Findings
from this study indicated that even when students had access to computer
technology, those In a lower socio-econom‘ic status were less likely to ”593” V [V
computers in school or for higher-order leamIng Even if students have access to
information technology, access alone does not guarantee that they have the
training, ability, or motivation to use it. Studies done by Gordon (1998) found
cliﬂerences in computer use based upon race. Sax, Ceja, and Terenzini (1999)
found that non-white students, particularly African-Americans and Latinos, used

the lntemet for homework/research and e-mail less frequently than Caucasian

17

students. Furthermore, Sax, Astin, Korn, & Mahoney (1998) found that students
at public Historically Black Colleges had higher rates of computer game playing
than students at private universities. Data related to college students and
technology continues to generate questions and tension in an array of areas

related to postsecondary education (Roach, 1999).

The use of computer technology by college students is predicted to
increase as the number of colleges and universities that stipulate that students
arrive on campus with at least one computer for their personal use rises steadily
(Gates, 1998). The pressure and tension to incorporate more information
technology into the lives of ﬁrst year students has been strengthened by the
results of a 1998 review of over 100 university projects that infused technology
as part of the course curriculum (Alexander & McKinzie, 1998). In this study, the ~

researchers found positive Ieaming outcomes that included the following:

. The ability to interact with others almost anywhere in the world. This
capability provides students with more global awareness and
understanding and also provides additional opportunities to communicate
with others connected with the university.

- An increase in quantity and quality of communication between students
and faculty. The increased communication was often less formal and more
friendly.

. An improved comprehension of difﬁcult concepts through the use of

computer programs. Technology seemed to have the greatest impact

18

when it was integrated in the curriculum to achieve clear, measurable
educational objectives. First year students were able to use information
technology to enhance their Ieaming experience.

0 Improvement in student achievement as measured by academic
accomplishments, retention, and reported satisfaction. Students with good
technology skills tended to score higher than those with little or no

computer skills.

In spite of these ﬁndings, the impact of technology on the experience of
ﬁrst year college students remains unclear. There is a need to gain a more
accurate understanding of the many ways technology is inﬂuencing the
experience of ﬁrst year college students. The scope and complexity of this topic

for all of postsecondary education is enormous.
The First Year of College Experience

“The First Year Experience" is not a new phenomenon. In fact, the initial
“ﬁrst year experience” dates back to the time that Harvard University ﬁrst opened
its doors to freshmen in 1636. For-several hundred years, most colleges and
universities tended to have a “sink or swim" approach to students entering their
ﬁrst year of higher education. It was not until the 1980’s that national attention
was directed to the signiﬁcance of the ﬁrst year of college. In 1987, Ernest
Boyer’s report titled: “College: The Undergraduate Experience in America” was
issued through the Carnegie Foundation. This report called for reform of

undergraduate education, including reassessments of the freshmen year.

19

The Policy Center on the First Year of College and The National Resource
Center for the First-Year Experience and Students in Transition are two
examples of organizations that have focused national attention on the experience
of ﬁrst year college students. These organizations have provided resources and
information to educators around the world to enhance the Ieaming, success,
satisfaction, retention, and graduation of college students. In addition, hundreds
of colleges and universities have developed programs speciﬁcally for ﬁrst year

students.

Peter Ewell, Senior Associate at the National Center for Higher Education
Management Systems, identiﬁed four broad categories that most First Year
Experience programs are trying to improve for students (2000). These areas are
suggested as a foundation to build ﬁrst year college student success. These
categories are introduced in this study to increase an understanding of the

experiences students have with technology during the ﬁrst year.
1) Foundational skills development

This includes cognitive abilities needed for later academic success
such as writing, quantitative reasoning and critical thinking.
Computers have changed the way students learn, write about, and
share educational materials. The ability to access and use
technology will have an impact on the experience of ﬁrst year

college students.

20

2) Attributes associated with “negotiating college”

There are many aspects of college that are not directly associated
with a classroom. Many of these involve the use of technology.
Some examples would include course scheduling, use of the
library, and other information resources. Students that are “tech

sawy” may have an advantage over those that are less skilled.

3) Qualities associated with understanding “academic life"

This area refers to overall good academic practices such as study
habits and how to organize an academic project. Students use
computers every day to assist in accomplishing their academic

goals.

4) Non-cognitive abilities

This category refers to issues such as self-conﬁdence, respect for
diversity, and teamwork. These skills increasingly are required for
success and often are “practiced” while in course related activities
(i.e. Blackboard, leadership initiatives, etc.) These abilities are
important not just in college but also in the workplace and other

societal settings.

O’Banion (1998) argues that information technology has great potential to

create and enhance the ﬁrst year of college experience. Based on a synthesis of

21

the current literature, there are multiple strategies using technology that colleges
and universities could adopt to have a positive impact on the experience of ﬁrst
year college students (Senge, 1990; Chickering 8 Gamson, 1989; O’Banion,

1998). The suggested strategies include to:

1. increase student-faculty interaction: Encourage more contact and
communication between students and faculty in and out of class. Using
electronic mail to communicate and schedule face-to-face meetings could
encourage more student-faculty contact. This increased interaction is
believed to have a positive correlation with student motivation,
involvement, and achievement. Student-faculty interaction includes
informal interaction as well as interaction in the classroom.

2. Encourage and facilitate more student-faculty collaboration: Collaboration
between faculty and students is a key feature of a productive Ieaming
environment. The ability to send an electronic ﬁle attachment creates the
ability to give input and receive feedback and is another option to enhance
collaboration. Leamer—centered environments encourage collaboration
with others and enhance the learning experience for everyone involved.
This collaboration may involve students and faculty working together to
accomplish a task.

3. Encourage and facilitate more collaboration between students: Learning is
not always a solitary process. Computer technology allows students to get
to know one another regardless of physical proximity. it is now a realistic

possibility to share biographical information including pictures and even

22

 

- 3.9.--.1

video. By sharing thoughts with others, all parties involved can gain a
better understanding. “Learning communities” such as clustered courses
and study groups are positively correlated with freshmen achievement and
retention. These groups can be created and maintained through the use of
computer technology.

4. Engage learners in the Ieaming process: Students should be considered
full partners, assuming primary responsibility of their own choices.
Technology has made it possible for students to have access to resources
on virtually any topic. Universities need to assure that ﬁrst year students
get actively involved in determining their learning goals.

5. Respect diverse talents and ways of Ieaming: There is not one right way
to teach or Ieam something. Technology has created new ways for
students to Ieam. Leamer—centered environments deﬁne the role of
Ieaming according to the needs of the Ieamers.

6. Establish learning objectives and document them with students: Leamer-
centered environments provide a road map and checkpoints to keep
students progressing towards their Ieaming goals. This allows students to
take the appropriate next steps to increase their Ieaming. It is important to

have some means to track and measure learning.

More research needs to be conducted in the aforementioned areas to
determine whether positive experiences with technology have the potential to

inﬂuence how a student experiences the ﬁrst year of college.

23

Student Development Theory

A review of the literature suggests that Student Development Theory
informs much of the scholarly research on the ﬁrst year experience. Vincent Tinto
(1988) suggested that the key to the success of a college student is effective
academic and social integration. Tinto’s research explores the process that
integrates students into the institution. His work in 1993 describes stages of
academic and social integration of ﬁrst year students as separation, transition,
incorporation, and social integration into campus life. Astin (1993) asserts that
the effects of college are mediated through the interaction that students have
with faculty and peers. All of these experiences are being inﬂuenced and may be

enhanced by using computer technology.

Research involving the ﬁrst year of college experience is also frequently
associated with Arthur Chickering’s Seven Vectors of Student Development. A
great deal has been written about each of these vectors since Chickering’s
original work over 30 years ago (Chickering, 1969). The value of this theory may
be inferred by the length of time that it has been referenced by student

development scholars.

The revised seven vectors are summarized brieﬂy below:

1. Developing competence: According to this theory, there are three kinds of
competence that develop during the college years: (A) Intellectual; (B)

Physical: (C) interpersonal

24

2. Managing emotions: The college experience may bring a myriad of
emotions for students. Students must Ieam appropriate channels for their
emotions.

3. Moving through autonomy towards interdependence: College students
must Ieam to be self-sufﬁcient and also to work with others.

4. Developing mature interpersonal relationships: This involves appreciation
and tolerance for differences and also the capacity for intimacy.

5. Establishing identity: in 1993, Chickering wrote: “Development of identity
involves: A) Comfort with body and appearance; B) Comfort with gender
and sexual orientation; C) Sense of self in a social, historical, and cultural
context; D) Clariﬁcation of self-concept through roles and life-style; E)
Self-acceptance and self-esteem; and F) Personal stability and
integration.

6. Developing purpose: This entails the ability to clarify goals, make plans to
attain them, and persist towards those goals

7. Developing integrity: “Developing integrity is closely related to establishing
identity and clarifying purposes." It involves humanizing values,
personalizing values, and developing congruence (Chickering, 1993,

p.51).

The value of this theory may be inferred from the length of time that it
continues to be part of human development theories. Volumes of information
have been written about each of these vectors since his original work over 30

Years ago.

25

The developmental perspective continues to be used as a model for
postsecondary educators to analyze and design their responses to the needs of
the drastically changing student population. This humanistic model assumes that
a nurturing, challenging college environment will create an experience to help

students grow in stature and substance (Chickering & Reisser, 1993).

Chickering’s research has been modiﬁed to directly apply to college
students during their ﬁrst year. Brower (1990) tailored the original seven vectors
as Seven Life Tasks for First-Year Students. The tasks include: 1) Making
Friends, 2) Getting Good Grades, 3) Establishing Future Goals, 4) Managing
Time, 5) Being on One’s Own without Family and Friends, 6) Establishing an
Identity, 7) Maintaining Physical Self. Technology is inseparable from these
experiences. The way ﬁrst year college students describe their experience in

these areas needs to be further investigated.

Distance Education Theory

Michael Moore (1989) and Hillman, Hills, and Gunawardena (1994) have
identiﬁed four types of interaction that are considered to be essential in distance
education. The interaction may be synchronous or asynchronous (Cartwright,
1994). These types of interaction are: 1) Leamer—Content, 2) Leamer—lnstructor,
3) Leamer—Leamer, and 4) Leamer—lnterface. The fourth interaction was added
after distance educators acknowledged that the ﬁrst three types of interaction
were not possible without learners interacting with computer technology.

Students are using computer technology to interact with other students, the

26

instructor, and the subject content. Each student is also having a unique
experience interfacing with the technology. These four categories of interaction

serve as the conceptual framework for the ﬁndings of this study.

Computer Technology and the First Year of College Experience

The inﬂuence of computers on the experience of college freshmen is a
new area of study and there is much to Ieam. Students” experience during the
ﬁrst year has a dramatic impact on how well they do academically and whether
they ultimately continue with their formal education (Gardner 8 Upcraft, 1989).
The ﬁrst year of college often involves a signiﬁcant amount of personal growth
and development, but the year also may be ﬁlled with conﬂict and crisis. Many
authors acknowledge that more research needs to be done to better understand
how computers are changing the college experience (Flowers, Pascarella, 8

Pierson, 2000).

It is clear that the use of technology among college students continues to
increase every year (Baxter-Magolda 8 Terenzini, 2000). Research also
suggests that many students are spending several hours almost every day using

a computer (Burbules, 2000).

Limitations of the Current Literature

One of the major limitations of the existing literature is the inability to
describe, analyze, and share data that accurately represents the current student

experience with technology. Some authors assert that advances in technology

27

are occurring so rapidly that by the time students' experiences with technology

 

have been documented and analyzed, signiﬁcant changes in technology and/or
changes in students’ use of technology may have already occurred (T apscott,

1998).

Relatively little qualitative research can be found that speciﬁcally
investigate the experience of ﬁrst year college students using computer

technology. Many studies have identiﬁed an increasing number of hours that

 

students are using computers, a growing percentage of classes that have
mandatory computer use, and a shrinking number of students that do not have

their own computers.

A review of the literature indicates that much of the published research
involves faculty technology use or involves the use of speciﬁc software. Scholars
suggest a need to better understand the role that technology is having on a
student’s first year of college experience and the need for qualitative research to
describe the experiences of ﬁrst year students (Barefoot, 2000; Gardner, 1989;

Belcheir, 2001).

Another limitation of the current literature is the assertion that online
learning associated with distance education has been considered lacking a
theoretical foundation. The Handbook of Research for Educational
Communications and Technology (2003) also reported that literature on this topic

has been conceptually fragmented. There is a need for greater understanding of

28

the scope of experiences that students have communicating and Ieaming while

interfacing with computer technology.

Summary

The topic of technology has generated a great deal of interest and has
raised many questions related to its role in higher education. According to
Brinkman and Morgan (1995) technology will become ever more pervasive in
virtually all higher education endeavors. While researchers have identiﬁed ways
to assess ﬁrst year experience programs and to explore the use of technology by
faculty members, additional research on the experiences of ﬁrst year college

students using technology is warranted.

The rapid rate of advancement and change in both technology and in the
developmental theory supporting the research on ﬁrst year students underscores
the need for ongoing research in this area. Scholars have validated the need for
more qualitative research to complement the existing quantitative data in order to
better understand the how technology is inﬂuencing the experience of ﬁrst year
college students. A better understanding of how students describe their use of

technology is needed to inform policy and practice.

This chapter presented some of the published research associated with
the experience of ﬁrst year college students and the use of technology. Chapter

three will describe the methodology and research design for this study.

29

 

CHAPTER THREE

Research Design and Methodology

Introduction

This chapter describes the methods used for this study. It includes
detailed descriptions of the population, sample of participants, instruments
utilized to gather the data, and other information associated with the research

design.

The purpose of this study was to investigate the experience of ﬁrst year
college students using computer technology. The intent was to focus attention on
an area of student development, retention, and success that warrants attention

by postsecondary faculty, researchers, and administrators.

The literature indicates that there is a need for more and better quality
research to understand the experience ﬁrst year college students have using

computer technology.
Research Questions

The intent of this researcher was to identify and better understand how
ﬁrst year college students described their experience using technology. With this
goal in mind, all questions in this study were developed to generate openiended
responses to capture the experiences that individual students have. The

research questions addressed were:

30

1. What is the experience of ﬁrst year college students using computer
technology?
2. What types of computer experiences do students describe as important to

master in order to be successful their ﬁrst year of college?

This study concentrated on processes, interpretation and meaning derived
from the participants (Rudestam 8 Newton, 2001). Qualitative research assumes

that knowledge is subjective and that the researcher learns from the subjects’
I.

4’9hi " "l
. “"€,‘~r?1rrr~
l, , ‘

experience (Rossman 8 Rollis, 1998).

Research Design and Procedure

’ ‘ .\ I . t '
u \L/ L’
f H k

This study was a triangulated qualitative study which involved the use
anonymous questionnaires, face-to-face interviews, and focus group discussions.
There is a growing body of research that supports the claim that qualitative
research may yield more in-depth answers and analysis than quantitative
methods (Krueger, 1994). Rudestam and Newton (2001) present three
fundamental assumptions that this study shares with most qualitative

methodologies:

1. A Holistic View: The whole is greater than the sum of its parts. The goal is
to develop a more complete understanding of this phenomenon.
2. An Inductive Approach: This type of research often begins with speciﬁc

observations but moves towards identifying patterns or themes.

31

 

3. Naturalistic Inquiry: There are no controlled conditions. It is more

important to study phenomena as it happens naturally (p.37).

Qualitative research is a preferred method for the “expert informant” or
purposive samples that were selected for this study. “Qualitative evaluation
seeks to directly compare, reclassify, and create new understandings and
insight” (Willis, 1978). According to Fraenkel and Wallen (2000, p. 502)
qualitative research methods provide “an assessment of validity through cross-

checking sources of information.”

There are some basic assumptions about qualitative research that speciﬁcally

relate to this study. As Creswell (1994, p. 145) cites Merriam (1988):

1. Qualitative researchers are concerned primarily with process, rather
than outcomes or products.

2. Qualitative researchers are interested in meaning - how people make
sense of their lives, experiences, and their structure of the world.

3. The qualitative researcher is the primary instrument for data collection
and analysis. Data are mediated through this human instrument, rather
than through inventories, questionnaires, or machines.

4. Qualitative research involves ﬁeldwork. The researcher physically goes
to the people, setting, site, or institution to observe or record behavior

in its natural setting.

32

5. Qualitative research is descriptive in that the researcher is interested in
process, meaning, and understanding gained through words or
pictures.

6. The process of qualitative research is inductive in that the researcher
builds abstractions, concepts, hypotheses, and theories from details.

(pp. 19-20)

Phenomenology has been described as the attempt to gain a better
understanding of the essence of human experiences. A phenomenological study
may ask, “How would you describe your experience with __”, or “What is

experience like?” This type of study does not attempt to provide theory
with which we can explain and/or control the world. Instead, according to Van
Maanen (1988), phenomenology provides information and insight that may

enhance the understanding of human experience. Creswell wrote in 1994,

One of the chief reasons for conducting a qualitative study is that
the study is exploratory: not much has been written about the topic
or population being studied, and the researcher seeks to listen to

informants and to build a picture based on their ideas (p.21 ).

Moustakis suggests guidelines and characteristics of good scholarship for
the researcher when using a phenomenological approach to inquiry. The

guidelines when using a phenomenological approach include:

33

1. Seek to reveal more fully the essence of meanings of human
expenence

2. Seek to uncover the qualitative rather than the quantitative factors in
behavior and experience

3. Engage the total self of the research participant and sustain personal
and passionate involvement

4. Do not seek to predict or determine causal relationships

5. Illuminate through careful, comprehensive descriptions and vivid and
accurate renderings of the experience rather than measurements,

ratings, and scores (1994, p. 105).

These guidelines provided the focus for the investigator in this research.

Context of the Study

This study was conducted at Michigan State University (MSU) during the
spring semester of 2002. MSU is a large, public, land-grant, research university
located in the Midwestern part of the United States. The area around the campus
has a population of approximately 200,000. The university is located within 100
miles of several larger cities. Publications produced by the university promote

that MSU has an extremely diverse educational environment.

MSU has a co-educational student body with more than 43,000
undergraduate and graduate students. MSU has one of the largest on-campus

residence hall systems in the world housing more than 17,000 students in

34

campus residence halls and apartment style housing. Each freshmen class
consists of approximately 6,000 students from different parts of the United States
and from countries all over the world. First year students are required to live on
campus. The majority of students living in the residence halls are traditional age

students.

Michigan State University has demonstrated a strong commitment to
integrate technology into the lives of every student. Every residence hall room
has been updated to provide Ethernet connection 24 hours a day, seven days a
week. There are hundreds of computers in public places on campus for students
to use and dozens of classrooms on campus have computers and projection

equipment.

An indicator of MSU’s commitment to integrating technology with students
is the MSU Technology Guarantee that can be accessed via the Michigan State
University home page (2003). This pledge states: “MSU students will have an
intensive, quality-based technological experience during their undergraduate
years, from admission to graduation.” Michigan State University offers many
courses online and the number is expected to continue to increase. A number of
its publications and other forms of communication between the university and
others are now transmitted electronically either through e-mail or postings on a
website. This institutional commitment to integrate technology may be best

demonstrated by the expectation, beginning with the entering class of 2001, that

35

every undergraduate ﬁrst year student on campus must have her/his own

computer.
Data Collection

There were three primary methods utilized to gather data in this qualitative
study: anonymous questionnaires, face-to—face interviews, and focus group
discussions. For the purpose of this study, each of these was structured using

open-ended questions that were developed to generate candid responses.

The open-ended anonymous questionnaire questions were primarily
based on the four skill areas identiﬁed by Ewell (2000) as important to student
success: 1) Foundational Skills, 2) Development Skills associated with
negotiating college, 3) Skills associated with academic practices, and 4) Non-
cognitive abilities. Following a review of the questionnaire results, the survey

questions were modiﬁed for use in the individual interviews.

The open-ended questioning procedure provided participants with an
opportunity to openly and freely describe their experiences with technology.
During the interviews and focus group discussions, follow up questions were
utilized to provide high ﬁdelity with little stmcture (Rudestam 8 Newton, 2001, p.
97). The data from the interviews helped identify and develop the themes and

further refined the questions for the focus group conversations.

36

Anonymous Questionnaire

After receipt of approval by the University Committee on Research
involving Human Subjects (Appendix A) in February of 2002, a copy of the
anonymous questionnaire “Experience with Technology 2002" was placed in the
mailbox of approximately 390 ﬁrst year students living in the selected residence
hall; half of the students received version one (Appendix D) and the other half

received version two (Appendix E).

Both versions of the questionnaire had ten questions. Five of the
questions on each version were different. Twenty-three respondents returned
version one. Twenty-one respondents returned version two. This is a return rate
of 12% from a total of approximately 400 questionnaires that were distributed.
The questions and answers from both versions were coded, documented, and
clustered. The questions on the questionnaire were modiﬁed for use as the open-
ended questions for the individual interviews. The coding of the anonymous
questionnaires, as well as the focus group discussions, did not allow for
individual comments to be directly connected to a speciﬁc person so there was
no way for the researcher to follow up with respondents for clariﬁcation or

elaboration on any statements that were made.
Face-to-Face Interviews

Thirteen participants were interviewed by the trained facilitator and

discussed their experience using technology in a relaxed environment. Each of

37

the interviews was conducted according to the interview guide or list of questions
designed for this study (Appendix G). This process guaranteed consistency for
each of the interviews but also allowed individual experiences to emerge (Patton,
1990). This procedure permitted the researcher to challenge and probe the
participants for more detailed and accurate responses to the questions being
asked. Each individual interview session lasted approximately 45-60 minutes.
The purpose of these individual interviews was to elicit participants’ experience

with technology in regards to the primary research questions.

The interviews took place in either a small conference room or an ofﬁce
located in a primarily freshman residence hall at Michigan State University. Prior
to each interview, the researcher explained and reviewed the Statement for
lnforrned Consent Form (Appendix B) before giving it to the participants to read
and sign. Each of the interviews began with casual conversation so the
interviewer and participants could establish rapport. The researcher clariﬁed the
procedure, answered any questions, and received permission before beginning

the interview and turning on the tape recorder.

A tape recorder was used to capture verbatim conversations of
participants. The tapes were then transcribed and coded. By relying on the
technology of the tape recorder, the researcher was free to observe and note
non-verbal cues and other communication that might not be observed if the

researcher had to rely on note taking alone to document the interview discussion.

38

The researcher did however; take brief handwritten notes during each

conversation.

The interpersonal skills of the researcher matched the requirements of the
qualitative researcher as described by Marshall and Rossman (1999, p.85) which
stated, “Qualitative interviews are more like conversations with the interviewer
demonstrating the value of participants and their comments." The researcher had
the necessary ability to establish rapport, demonstrate empathy, and create a
trust relationship with the interviewees. Some researchers have found that a
verbal response to loosely structured questions is more extensive and
meaningful in a one-on-one situation. Use of this methodology allowed the
researcher to seek meaning in the experience of the study participants by looking
for emergent themes or categories from the written comments and verbal

conversations.

A list of the questions that were asked during each interview and/or focus
group is included in the appendices. Additional follow-up questions were added
in each of the discussions in direct response to something a participant said to
encourage a more complete response. The follow up responses were also
recorded and coded. All of the information from the participants was used to

identify emergent themes as a guide to understanding the experiences shared.

Following the interviews, printed versions of each of the questions asked
and the individual interviewee’s transcribed answers were delivered to the

respective participants to review. Participants were encouraged to read and

39

modify, if necessary, the narrative from the transcribed interviews (Appendix L).
This provided all participants an opportunity to comment or elaborate on the
answer that was recorded. This was done to further enhance the objectivity of the
study (Rudestam 8 Newton, 2001). By reviewing their own written responses to
the interview questions, participants also had an opportunity to reﬂect and add

any additional thoughts after the interview.

This step further increased the trustworthiness of the study in that their
experience using technology was more accurately represented. This form of data
collection offered structure for the participants beyond the face-to—face interview.
Each interviewee was requested to return her/his transcribed responses within
48 hours of receiving them. Data collection for this study also included e-mailed

correspondence between the participants and the researcher.
Focus Groups

A total of thirteen participants met in a relaxed environment to discuss
their experience with technology. Four of the thirteen students had previously
participated in an interview and nine additional students agreed to participate in a

focus group discussion.

Twelve students were originally scheduled to participate in a focus group
discussion. As was the case with the individual interviews, one participant arrived
at the scheduled focus group with another ﬁrst year student. The participant

explained that they were both interested in participating in the focus group

40

discussion and asked if they could do so together. The other focus group
participants agreed that it was all right for the additional person to participate. For
this reason, a total of thirteen students participated in the two focus group
meetings. There were six students in one focus group and seven in the other.
These students were selected based on their written or verbal expressed interest
in participating in a focus group dealing with technology. All the students that
expressed interest in participating in a focus group were able to choose to
participate in one of the two focus group discussions. The goal of the focus group
was to solicit participants’ perceptions, attitudes, and ideas about their

experiences using technology (Bers, 1989).

The focus group sessions lasted 55-70 minutes and were held in a small
conference room located in the residence hall where the students lived. At each
of the focus group sessions light refreshments, including pizza and cookies were
provided. Before each group conversation, the researcher explained and
reviewed the Statement for lnforrned Consent Form (Appendix B) before giving it
to the participants to read. Participants were asked to read and sign the Consent
Form and Demographic lnforrnation Sheet (Appendix C). The researcher then
clariﬁed any questions and received participant permission before turning on the
tape recorder. Both focus groups sessions began with introductions and casual
conversation so the participants and the discussion facilitator could establish

rapport.

41

Participant Population and Sample

The population for this study was traditional age ﬁrst year students at
Michigan State University. This population was selected because the 2001
entering class was the ﬁrst class to experience the institutional expectation of
having to bring a computer to campus. These students were uniquely positioned

to help identify the role and impact of technology on ﬁrst year students.

Data for this study were derived from 70 different data sources that
constituted the sample in this study. A purposive sampling design was employed

to select students based on the criteria established for this study which were:

First year undergraduate students residing on campus at Michigan State
University

. Approximately equal numbers of males and female participants

. Racial demographics of the participants would be diverse

. Willingness to participate via either an anonymous questionnaire, a face-

to-face interview, and/or a focus group discussion

Criterion sampling was used to identify participants who matched the selected
criteria of ﬁrst year students for this study. As suggested by Rudestam and
Newton (2001), participants were purposively selected from a pool of volunteers
in order to include a range of diverse characteristics that represented the
demographics of the population of the university. The demographics intentionally

selected included gender and racial/ethnic identity. This purposive or criterion

42

sampling enabled the researcher to better select a sample that provided the data

relevant to this study (F raenkel 8 Wallen, 2000).

Based on studies with a similar research design, it was projected that both
the individual interviewee sample and the focus group sample would be
comprised of approximately seven to twelve fulltime ﬁrst-year undergraduate
students. As noted by Rudestam and Newton (2001) this sample size was
adequate for this type of study. By limiting the sample size, the researcher was
better able to determine what the experiences meant from each participant’s
perspective and identify any themes. The meaning of the phenomenon was the

desired data (McClelland, 1995).

The sample frame consisted of a list of names from which the sample
could be drawn (Salant 8 Dillman, 1994). The database that was used had the
names and contact information for 420 students living in a residence hall;
approximately 390 of them were fulltime ﬁrst year students. The only common
variable among these students that distinguishes them from being randomly
placed in a hall is their request to live in an environment that is alcohol-free. All
420 students were contacted through one of two versions of a printed
questionnaire delivered to their student mailbox. Accompanying each
questionnaire was a short form asking if the individual would be willing to
participate in a face-to-face interview and/or a focus group discussion to discuss

their experience using technology.

43

A total of forty-six questionnaires were returned to the researcher. Two of
the respondents indicated they were not ﬁrst year students so information from
their responses is not part of this study. Of the forty-four eligible questionnaires,
twenty-three were version one (Appendix D) and twenty-one were version two

(Appendix E).

In addition to the returned questionnaires, ten students indicated on the
separate form an interest in participating in a focus group and/or interview. An
additional fourteen students personally contacted the researcher to express
interest in participating. A database was created with the list of twenty-four

students that responded.

All twenty-four students were contacted via e-mail to schedule an
individual interview and/or participation in one of the two focus groups sessions
to be scheduled after the interviews were completed. Eleven of the twenty-four
students replied via e-mail. A follow up telephone call was made to each of the
thirteen students that did not respond to the e-mail. The researcher either spoke
with students that had expressed interest or left a detailed voice message with

contact information about scheduling an interview or focus group discussion.

When the researcher contacted each of the potential participants, they
were offered the opportunity to schedule either through e-mail or verbally an
interview and/or a focus group discussion. The participant had the option of
choosing. After the initial scheduling, fourteen students agreed to do a focus

group discussion and ten agreed to participate in an interview. The researcher

44

contacted two of the students that indicated they would do either the interview or

focus group, but not both, and scheduled their discussion as an interview.

Prior to the focus group discussions, twelve students were invited to meet
individually with the interviewer for a personal conversation about computer
technology. Although twelve were invited, thirteen students were interviewed.
One of the participants arrived at the scheduled interview with another ﬁrst year
student. The participant explained this person was a close friend and requested
that the interview include both of them. Their responses were transcribed from
the audiotape, separated, and then coded as separate interviews. The focus
group sample consisted of thirteen individuals, four who had been involved

previously in individual interviews and nine additional participants.

One way a researcher can strengthen a study design and add to the
trustworthiness of the research is through a method referred to as triangulation.
This involves the combination and comparison of different methods used to
analyze the same phenomena or programs in the study. According to Jick
(1979), “the concept of triangulation is based on the assumption that any bias
inherent in particular data sources, investigator, and method would be
neutralized when used in conjunction with other data sources, investigators, and
methods.” Data in this study were gathered from forty-four respondents to the
anonymous questionnaires, thirteen individual face-to-face interviews, and two

focus group discussions with a total of thirteen participants.

45

The focus group questions were cons ‘ns with the intent of

outlined in Krueger’s book, Focus Groups (1 of the research
the earlier individual interviews. Modiﬁcatior v as required
questions was based on a review of input re hjects

individual interviews and through the writter
aftenivards. The researcher conducted the l

and research protocol adapted from this so

Data Analysis

The data obtained were analyzed using qualitative content analysis to
describe the ﬁndings in a summary fashion. This analysis was strengthened by
triangulation, a technique that has been demonstrated to improve the

trustworthiness of qualitative research, especially when using interviews.

The analysis of the data involved information obtained from the
anonymous questionnaires, face-to-face interviews, focus group discussions, e-
mail messages, the researcher’s notes which included interpretation of non-
verbal language, transcription of the tape recorded discussions, coding of
discussions, identiﬁcation of themes, additional literature research about the
identiﬁed and developed themes, and ﬁnally the research ﬁndings and

conclusions.

This qualitative design concentrated on processes, interpretation and

meaning derived from the participants (Rudestam 8 Newton, 2001). The focus of

46

this analysis was to look for themes categories, and patterns with the intent of
creating a theoretical base. The data collection and all aspects of the research
followed strict professional guidelines for conﬁdentiality and accuracy as required
by Michigan State University’s Council on Research Involving Human Subjects

(UCRIHS) and standards for research protocol.

Summary

This chapter presented the methodology used in this study. The qualitative
design included three data collection tools: anonymous questionnaires, face-to-
face interviews, and focus groups. All questions were open-ended. The intent of
this research was to investigate how ﬁrst year students describe their experience
using technology. The research was guided by ethical standards of research and
conﬁdentiality as reﬂected by the University Committee on Research Involving

Human Subjects approval (Appendix A).

Chapter four presents the ﬁndings of the study.

47

CHAPTER FOUR

Findings of the Study

Introduction

The purpose of this chapter is to present and analyze the data in this
study. This information was obtained from a total of seventy different data
sources via two versions of an anonymous questionnaire, face-to-face interviews,
and two focus groups. The following table provides additional information about

the data sources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Anonymous Face-to-Face Focus Focus Total
Questionnaire Interviews Group One Group Two

Female N/A 8 4 5 17

Male N/A 5 2 2 9

Students N/A 6 3 3 12
of Color

Caucasian N/A 7 3 4 14

Total 44 13 6 7 70

Table 1 Information about Data Sources

As the table illustrates, a total of forty-four students returned an
anonymous questionnaire, thirteen students participated in face-to-face
interviews, and thirteen students participated in a focus group discussion. Eight
of the thirteen interviews involved female participants. Seven of the thirteen
interviewees identiﬁed themselves as Caucasian. The two focus groups involved

thirteen different students. Seven of the thirteen students that participated in a

focus group identiﬁed themselves as Caucasian.

48

Responses from the anonymous questionnaire and focus group
discussions are summarized in Appendices D and J. The summary includes
selected quotations and other information gleaned from these data sources.
Appendix K provides face-to-face interviews as case stories to retain a holistic

perspective of the individuals.

Anonymous Questionnaires

Approximately 400 questionnaires were distributed to the sample
population. A total of 46 anonymous questionnaires were returned to the
researcher. Two of the respondents indicated they were not ﬁrst year students so
their data were not included in any part of this study. All of the other 44
anonymous respondents indicated they were ﬁrst year students. No other
demographic information was requested from questionnaire participants nor

reported by participants.

Focus Group Discussions

A total of 24 of the approximately 400 possible data sources indicated they
were willing to participate in a focus group discussion and/or a face-to-face
interview. This is approximately 6%. Two focus group discussions were
scheduled with six participants in each session. The ﬁrst focus group consisted of
four females and two males. Three of the females reported they were either
African-American or bi-racial. One of the females and both males indicated they

were Caucasian.

49

In the second focus group, one participant brought another ﬁrst year
student who wanted to participate in the discussion, so a total of thirteen students
participated in the focus group discussions. Demographic information provided
by the participants in both focus groups conﬁrmed that nine of the thirteen
participants were female. Six of the thirteen participants indicated they were

students of color.
Proﬁles of the Face-to-Face Interviewees

While Appendix K provides detailed information about each of the
interviews, a brief proﬁle of the students that participated in a face-to-face
interview is provided here. Twelve participants were scheduled for individual
interviews. One participant arrived at the interview with a friend who was also a
ﬁrst year student and wanted to participate in this study. Both individuals
indicated they wanted to be interviewed together so a total of thirteen ﬁrst year
students were interviewed. In order to maintain conﬁdentiality, pseudonyms are
used for each of the participants. The grade point average, gender and other

information was self-reported and considered to be accurate.
Elizabeth

Elizabeth is an 18-year-old African-American female majoring in
engineering who did not list her GPA. Elizabeth indicated she started using
computers in 1989 while in elementary school. She explained that she won a

new computer in a contest just before school started in August of 2001. During

50

the interview, Elizabeth shared many positive experiences using technology. She
communicated that she had a high -comfort level using computers and that she
believed that she was better prepared for MSU than many other ﬁrst year
students. Elizabeth also had long, detailed comments concerning other African-
Americans that have not had the necessary training and prior positive

experiences using technology to be successful during their ﬁrst year of college.

Cathy

Cathy is an 18-year-old Caucasian female majoring in music who did not
indicate her GPA. Cathy communicated a high level of exposure to and positive
experiences using computers. She commented, “I’ve always used technology,”
and elaborated that as long as she could remember; there was a computer in her
home when she was growing up. When Cathy was asked directly about her
experience with computer technology, she explained, “It’s kind of a love-hate
relationship. I use my computer all the time.” Cathy stated that she was
convinced that it would not be possible to pass her courses if she did not know

how to use computer technology effectively.

Dan

Dan is an 18-year-old Caucasian male who did not indicate his GPA or his
intended major ﬁeld of study. Dan disclosed that he did not have many positive
experiences with computers before coming to MSU. He described coming to

MSU and being required to use technology as a major culture shock for him. Dan

51

stated that his family did not like computers, and the computers he used were
outdated and did not work well. Dan shared an experience about trying to get his
test score from one of his professors, “If you ask them for the test results in class,
they just laugh at you and tell you to check your e-mail.” Dan indicated that he
does not like to use the computer as often as most other male residents living in

his residence hall.

Sandy

Sandy is a 19-year-old female that described herself as bi-racial. She
indicated that her GPA is a 3.1 and her major is pre-medicine. She expressed
that her experience at Michigan State using technology had not been very
positive. Sandy indicated that prior to coming to MSU, she had some experience
using computers in high school, but it was limited to researching and occasionally
typing a paper for an academic class. She indicated that she now uses a
computer almost every day. She expressed frustration over having to use
computers as much as she does, “Sometimes it is difﬁcult to ﬁnd things and i just

waste time. There are too many distractions."

Elliot

Elliot is an 18-year-old Caucasian male. He reported having a 3.7 GPA
and that his major was criminal justice. Elliot offered both positive and negative
feelings about his experience concerning technology as a ﬁrst year college

student. He indicated that he was able to Ieam about things that he would not

52

have been able to Ieam about if it were not for computer technology. He stated
that he believed the best thing about technology is that it helped him to compete
better with other people, to become more intelligent, and to Ieam about things
that he would not have been able to Ieam about if it were not for computer
technology. He was quick to share his concern about biotechnology and the

threats brought about by the September 11, 2001, terrorists incidents.

Charles

Charles is an 18-year-old Caucasian male who did not list a major or his
GPA. His experience with technology prior to coming to MSU was limited. He
explained that there was a computer in his home while he was growing up, but
that it was not very good. His high school had a computer lab in the school library
that he could use during class. However, he estimated he used it only about two
or three times a semester. Charles indicated that he feels technology has had a
negative impact on the way he communicates with others. “I like being able to
communicate with others online, although if they are in the building, i would
rather just go and talk with them. When you e-mail or talk online, you lose the

personal aspect."

James

James is an 18-year-old Native-American male majoring in journalism with
a 3.0 GPA. He considered himself to be “somewhat of an expert using

technology" and was pleased to be interviewed on the topic. James commented

53

that he was better prepared to use technology than most other students. He
spoke a great deal about Instant Messaging and he explained how he used it for
social and business interactions. He mentioned that one of the student
government committees he is involved with also has meetings online using
Instant Messenger. He felt this was a very positive aspect of using technology
because students do not have to travel across campus in order to communicate

and make decisions.
Monica

Monica is an 18-year-old female from China. She indicated she is still
learning English. Monica’s experience with technology prior to coming to MSU
was quite limited. She stated, “I have been in the USA for about seven years. I
did not have computer skills when i was in China. In China, there were no
computers in my school.” Monica mentioned that she been able to use a
computer in school since arriving in the United States. However, improving her
ability to communicate in English was her primary focus. Monica shared that her
experience at MSU using technology has been both positive and negative. She
described an interactive CD-ROM that she likes because it pronounces the
words for her. She is also able to communicate with her friends in China via the

computer.

Cindy

54

Cindy is an 18-year-old Caucasian female who reported a GPA of 3.2 and
that her major was pre-medicine. When describing her experience using
technology Cindy said, “I am a computer addict.” Cindy stated that computers
were in her home and all high school classrooms and that she was familiar with
how to use them. She also was required to have two semesters of computer

classes in high school.

Karen

Karen is an 18-year-old Caucasian female that did not list an academic
major, but did mention that she had a 4.0 GPA. She reported that her mother
owns a computer business so computers have always been a large part of her
life. Karen mentioned that she spends several hours a day working with her
computer spending some of her time accessing class notes online, checking out
web sites, and talking with people online. She also uses computer technology to
communicate with her instructors online and expressed that it saves a lot of time
using e-mail to ask professors questions instead of having to visit during their

ofﬁce hours.

Tom

Tom is a 19-year-old Caucasian male who reported his major as turf grass
management and that he had a 3.0 GPA. Tom expressed that his experience

using technology has been positive and that he had a computer in his home

55

since I was six or seven years old. He added that he uses a computer a lot
because he didn’t have a job, and he did not like to play sports. He uses his
computer to check his e-mail and the weather ﬁrst thing in the morning. Tom
admitted that he does not like to communicate using a computer. When asked
about e-mail requests from faculty and other academic related e-mails, Tom said

he often replies to these requests, but not always.
Carol

Carol is a 19-year—old African-American female who reported being a
nursing major with a 2.5 GPA. Carol explained that she did not actually have any
computer classes before she came to MSU so she had to Ieam everything once
on campus. She said that she was “not a computer genius.” There were
computer labs in her high school and a computer in the classrooms, but students
rarely used them. Carol indicated that as a ﬁrst year college student she has had
to use technology a lot. She checks her e-mail about twice a day but usually

does not write people back unless it is “really important.”
Lydia

Lydia is a 19-year—old Caucasian female who listed her GPA as 3.1 and
her major as marketing. Lydia completed several computer classes in high
school. She uses computers for e-mail, Instant Messaging, job applications, and
for test feedback. She seemed very comfortable talking about her experience

using computer technology.

56

Findings

The data obtained from this study were coded and analyzed. By
separating the comments of each of the participants and then re-grouping them
by their association; common themes were identiﬁed and analyzed thus creating
a larger conceptual framework (Tesch, 1990). The patterns that emerged from
the student responses involved their common experiences. These themes
reﬂected how ﬁrst year students use computer technology to interact with other
Ieamers, instructors, and some form of content. Themes also emerged related to
how ﬁrst year students experienced interacting with computer technology as an

interface.

These themes closely mirror the types of interaction that Michael Moore
(1989) and Hillman, Hills, and Gunawardena (1994) have identiﬁed that occur
when Ieamers are using computer technology for distance education. These four
types of interaction are: 1) Leamer-Content, 2) Leamer-lnstructor, 3) Leamer-
Leamer, and 4) Learner-interface. Their work serves as the conceptual

framework for the ﬁndings of this study.

Learner-Content Interactions

Learner-Content Interaction refers to the process that Ieamers use to
obtain intellectual information about the material (Chen, 2001). This may involve
reading, listening, watching a video, or some other content available to the

learner. First year students in this study indicated they often interacted with the

57

content or material in the course, but did not always interact with an instructor or

another student in the class.

Most of the respondents indicated that they were required to complete
assignments on a computer and send homework assignments as electronic
attachments or upload assignments via a course web page. Participants
indicated that some courses did not have printed books and all the material was

available only via a course web site.

In describing their experience using computer technology at Michigan
State University, all of the respondents indicated that being competent using a
computer for word-processing, e-mail, and accessing the lntemet was required
for success in their academic program. One student commented, “It aides
Ieaming, because I can ﬁnd information faster.” More than half of the data
sources indicated they have also used Microsoft PowerPoint and/or Excel for

academic purposes.

One of the findings of this study is that students who have not mastered
the English language may be at a disadvantage when it comes to interacting with
the content of a course. At a research university such as Michigan State, there
may be many international students whose ﬁrst language is not English. These
students may have additional challenges to overcome in order to be successful
using technology. One participant who identiﬁed as an international student
stated, “Some of the other countries do not provide computer classes. In China,

there were no computers in my school. High schools are completely different in

58

other countries. International students need extra help when English is not their
native language. They do not have the same exposure to technology as US

citizens.”

it was found in this study that a student’s ability to interact with the content
of a course and communicate using computer technology may be inﬂuenced by
socio-economic variables as well. As one participant stated, “The computer
requirement is not really fair to everyone. College is already very expensive! If
students have to go and buy one (a computer) and they have not had previous

experience using it, they are at an even greater disadvantage.”

Participants also indicated that Leamer-Content interaction may be
strongly inﬂuenced by previous experience. One participant reported that
because of her previous experience using Microsoft Excel prior to coming to
MSU, she did not have to read a thirty-ﬁve page handout or attend a training
session with the instructor to Ieam how to interact with the content of the course.
More than half of the participants reported using Blackboard, (an online course
management software program) which they were required to use several times a
week. They indicated that study guides and other course related material were all
available only via the lntemet. In addition, participants reported using CD-ROM’s

to help learn foreign languages.

Leamer-Content interaction is not limited to academic related materials.
First year students in this study indicated they completed job applications and

managed their ﬁnances using computer technology. Some also mentioned using

59

a computer to keep track of their schedules, phone books, and other information.
All but one of the participants indicated that they use a computer to play games,
watch video or DVD, and/or for other forms of entertainment. Respondents also
mentioned they download music from the lntemet and listen to it using their
computer. Students reported using their stereo less because they also listened to

the radio via the Internet.

Learner-Instructor Interactions

Learner-Instructor Interactions refers to the dialog that takes place
between the Ieamer and the instructor of a course. This would include all
communication regarding content, motivation, responses and feedback. To many
educators, Ieamer-instructor interaction is essential to facilitate Ieaming for ﬁrst
year students. Before the “computer technology revolution", communication
between the student and the teacher occurred through verbal or text-based
interaction. Today, however, students indicate an increasing number of

professors deliver much or all their course information via websites or e-mail.

In this study, students indicated that the ability to use e-mail has become
an expectation and frequent part of the academic educational experience.
Responses suggest that professors and teaching assistants use e-mail as a
primary medium to communicate with students. Students reported frequent
electronic communication with their instructors over the semester and little or no
face-to-face communication with the instructors outside of the classroom.

Participants indicated that many professors sent assignments and their exam

60

scores via e-mail. Many of the responses included comments that suggested that
if a student wants to have a positive experience at MSU, they need to be

competent and comfortable using an e-mail program to communicate.

One concern identiﬁed by more than one participant was that if a student
is less comfortable, or has difﬁculty with this form of communication, computer
technology may prove to be an obstacle to their academic success. When
technical difﬁculties prevent a student from being able to work or access
information, a student may not be able to complete required work in a timely
manner. The Ieamer-instructor interaction may be negatively inﬂuenced because
a large part of that interaction is being handled electronically. Very few of the
participants stated they had been to faculty member’s ofﬁce hours to visit with
them. Instead, they indicated that they used e-mail to communicate with

instructors and to ask any questions that they had.

First year students that participated in this study agreed that most
instructors want papers typed on a computer and prefer students to use
technology to communicate with them. The use of e-mail and being able to
submit typed homework assignments implies students are able to type well
enough to use the programs. Data generated by this study suggest that
instructors expected students to know certain aspects of technology but students
often did not receive ample or any training. As one participant said, “T hey just
expect you to know it or ﬁnd someone who does." In a focus group, one student

stated that he understood why some students have problems using technology,

61

“Most professors assume that you know how to use the technology. I am not sure
if they (faculty) care. They are not really teaching you how to use it (technology).

I think they expect you to get together with other students to ﬁgure it out.”

Some participants expressed that they liked being able to communicate
with their instructors all times of the day and night, but not every student felt that
way. During the ﬁrst focus group, one student complained that some faculty use
technology too much and all of the other participants nodded in agreement. A

student elaborated,

I have one professor that sends us an assignment every day. We
have to read the New York Times online, and we have assignments
we have to do. The New York Times assignment has questions on
the test. I get the New York Times paper copy sent to me, but the
problem is that if we do not read it online and keep up with the
assignments, it makes it almost impossible to ﬁnd the article that he
is referring to on the test. You have to use the computer. You don’t

really have a choice.

In the other focus group, more than half of the students indicated that they
did not like the electronic interactions they often have with faculty. These
students expressed they have too much interaction with their professors. Some
of these participants reported they knew students that did not read e-mail

messages from instructors because they receive too many e-mail messages from

62

the faculty. This resulted in students missing information that was critical to their

academic success. One student in that focus group stated,

i think it is nice when they use PowerPoint in class, but I have one
professor that sends about ﬁve messages a week, and I think it is
at the point where I think most students in the class do not even
read them. I think people just hit delete, because she goes

overboard with it.

A different student added, “I don’t even usually read the messages from
my professors. i get annoyed with them. I would rather they just leave me alone.”

Yet another student added,

I think it is a negative that some professors are less personal
because of the computer. It is tough luck if you are not able to get
some of the information. It may help to be able to e-mail them, but

you may also have less personal contact.

Some participants expressed that technology was a good way to
communicate with their professor and introduce themselves in a class of three
hundred students. One student commented that one of the best things about
computer technology is that if a student is too embarrassed to ask a question in

class of 400, they can always e-mail the instructor.

During one interview, a student described a connection they made with a

faculty member that would not have happened without the use of e-mail. This ﬁrst

63

year student expressed that a line of communication was opened with that

particular faculty member through e-mail, and they were going to continue to use

it.

Leamer-Learner Interactions

Leaner-Leamer Interaction refers to the communication and exchange of
information that takes place between students. For the purpose of this study,
Ieamer-Ieamer interaction is not limited to course related interactions. Learner to
Ieamer interaction may involve conversations, e-mail messages, online
discussions, or Instant Messaging in a variety of real-life settings using computer
technology. Just as computer technology has inﬂuenced how students interact
with their instructors; it is also inﬂuencing how students communicate with other

students, friends and family.

When asked if they felt technology has inﬂuenced the way students
communicate with others, participants all agreed, but in different ways. “The
better technology gets, the more distant people get,” one student complained.
Another disagreed by sharing, “I ﬁnd the exact opposite. I keep in more contact
with my family and friends who do not go here." A third student insisted, “There
has to be a balance between use and abuse. I think technology has caused me
to meet less people on campus. If I got out of my room more often, I might meet

more people.”

64

When participants were asked if they felt technology is causing some
isolation for students, there were mixed reactions. One student added,
“Technology makes the world smaller. It keeps me connected to my family. I talk
to my siblings on the computer because it is free. Otherwise, I would not
communicate with them much.” Some participants mentioned that
communicating with technology can make the ﬁrst year of college experience
“cold and impersonal”. During one conversation, a student disclosed that she
does not have many friends and that she believed that technology was not
helping her connect with others. She explained, “Sometimes it makes you feel
kind of isolated, which is not a good thing. Some people just become stuck on
the computer. They seem like they don’t want to talk with you. They just e-mail
you, and it lacks personal contact." A different student stated, “You lose the
personal contact. It allows students to avoid face-to-face interactions with others.

I don’t like it sometimes.”

One female participant shared some negative interactions with strangers
via the computer. She indicated why she does not like chat rooms because,
“Guys ask weird questions, and they want to meet me. Sometimes I get
unwanted messages, and they won’t go away. Sometimes I get crazy messages

from people out of state that ask to meet me.”

There were other concerns expressed by students related to their
experience using technology. One male participant expressed that he felt he was

having a different experience with technology than most of the other male

65

residents living in his residence hall. He stated that there are times when he
wanted to do something outside, like jogging or playing baseball, but his friends
on the ﬂoor only wanted to play video games. There was a feeling of frustration
and disappointment as he reﬂected on his experience competing with technology
for time with his friends, “It seems like I am different than almost everyone else.
Technology is taking over society. It almost seems like it is too much sometimes.
There are friends that I don’t get to see much any more, and the ﬁrst thing I want
to do when I see them is hug them." He went on to say, “I need that personal

contact".

Another student agreed, “Yeah, some people just live on their computer. If
it is long distance it is understandable, but not all the time.” This prompted a
different focus group participant to say, “Sometimes it really gets on my nerves,
because if there is someone that I want to talk with, they refuse to call me back.
All they know is how to respond on the computer.” Yet, another participant
added, “Unless it is someone that I don’t talk to very often, like my little sister or
something, I don’t like to use IM just to talk. I would rather just speak with them. I
would rather have people come and ask me how my day was. I would rather see

a bright and smiling face instead of just my computer screen.”

The majority of respondents indicated they have Instant Messaging
activated on their computer for several hours on most days. Participants stated
that they may be watching TV, talking on the phone, or working on a computer,

but they will also be sending and receiving messages. One student reported,

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l have three different screen names to log on with. I use AOL, MSN,
and Yahoo. It is very addictive! It is always on. I am a social person,
and technology allows me to keep in touch with others. You know, I
would not call them (friends) ﬁve minutes before I leave for class,
but I will IM them right before I leave for class. Sometimes I will call
someone like my mom or someone to talk with them, but I usually

prefer IM.

Participants mentioned using Instant Messaging to communicate with
other students that live on the same residence hall ﬂoor. One of them noted, “It is

so much easier than having to walk down the hall to talk to someone.”

A discussion between two participants provided an example of how
pervasive computer technology has become in the day-to-day experiences of
college freshmen. They explained their fondness of Instant Messaging because it
is “so much quicker than calling.” One of them commented, “I’ve lM’ed (instant
Message) my roommate.” The other one laughed, "So have I! Like if they are on

the phone or studying, you can just IM them and you don’t disturb them.”

Students in one focus group expressed they felt computer technology
allowed them to connect with others even in bad weather. One participant shared
an alternative approach to socializing that would not be possible were it not for
computer technology. He explained, "If I don’t have the energy to go out, I still

can go out virtually. Certainly it is not the same as sitting across the table from

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someone, but it is still fun.” He went on to explain that he might spend several

hours hanging out with his friends online.

These statements about interacting with other Ieamers lead to another
phenomenon that barely existed in the 1990’s and has since surged in popularity;
playing computer games over the lntemet. The students in this study reported
that playing computer games has become the favorite activity of many college
age students. Although these games tend to be more popular with males,
research indicates that females are also using computer games as a popular

source of entertainment. One participant conﬁrmed this phenomenon by stating,

A lot of guys on the ﬂoor play games over the network. Sometimes
you have twenty people on the same ﬂoor playing the same game
in different rooms over the lntemet. Some of the girls in the hall

also play sometimes.

Students in this study described many experiences using technology to

interact with other ﬁrst year students for social and academic reasons.

Learner-Interface Interactions

Learner-Interface interaction refers to the interface that occurs between
the student and the technology, enabling the student to access and interact with
the content, the instructor, and other Ieamers. The experience that ﬁrst year
students have interfacing with technology is a critical component in determining

their ultimate college experience. Participants in this research study reported that

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it has become practically impossible to be a successful college student without

having certain abilities using a computer.

As demonstrated by these data, computers have become integrated into
the college student experience. First year students in this research concurred
that owning a computer and knowing how to use it has gone from being a “nicety”

to being a necessity.

The computer technology revolution has altered the educational
requirements for students. in a relatively short period of time, less than ten years,
it has become an almost universal expectation that students have sufﬁcient
experience using computers prior to starting college (Gates, 1998). Data from
this study support these ﬁndings. One of the dominant themes that emerged from
this study is that ﬁrst year college students are now expected to be familiar, if not
skilled, at interfacing with a computer. Most of the participants indicated they
needed to begin using a computer as soon as classes started and most of them
use their computer for several hours, practically every day. One student wrote, “I
use technology like I eat food. It is a daily necessity." Another commented, “I

don’t know anyone who does not spend a few hours a day using their computer."

Each participant in this study described unique experiences with
technology prior to starting college at Michigan State University. Many of them
mentioned taking computer courses and having access to a computer at school
and/or at home as they were growing up. Several participants described having

access to and having used computers since they were young children.

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Some of the participants reported experiences that were in stark contrast
to the others. There were some students who described having very little
exposure and/or having negative experiences using computer technology before
attending college. They indicated they did not have the prior knowledge or ability

to use computer technology at the level required to academically excel at MSU.

At least one participant was from another country where English was not
her native language. She reported that she was one of many international
students at MSU that did not have access to a computer until coming to the
United States. She stated that she, and many other international students, were
still Ieaming English. She shared that e-mail is difﬁcult for some of her friends.
She stated, “Some students do not know how to delete messages or have
problems using software.” She also felt that international students may not have
had an opportunity to use computer technology earlier in life. She expressed that
some international students are going to be disadvantaged as ﬁrst year college

students because of their lack of previous experience using technology.

Although race was identiﬁed as a factor for consideration, the separation
of who can and who cannot use technology was not solely a race related issue. A
person’s culture, religion, place of birth, and socio-economic status all inﬂuenced
the knowledge and ability a student had using technology prior to or during their
freshmen year of college. One student conﬁded, “It upsets me, because not
everyone has the money to buy a computer”. There were other factors reported

as well. The occupations of a student’s parents, whether a computer was used in

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the home, whether a computer was used at school, and the availability, success,
and frequency of computer use before coming to MSU were all identiﬁed as

enablers or barriers to the successful use of technology at MSU.

Responses from participants in this study indicated that ﬁrst year college
students have a wide range of computer skills and abilities, resulting in a broad
range of experiences. Data from this study support existing research that indicate
not all students are prepared to be successful using computer technology their
ﬁrst year of college. Students in this study reported being required to type
papers, do research, and communicate using a computer. As suggested in other

research, if students cannot do these things, they are at a distinct disadvantage.

It was noted that Ieamers that require additional time to effectively
interface with the technology will have less time to devote to the content, as well
as less time to potentially interact with the instructor and/or other Ieamers. One
female participant that identiﬁed herself as African-American spoke at length
about the importance of Learner-Interface Interaction. She stated, “It is not fair
that MSU has the same expectations for Black students that have not had access
to computers before coming here. Many African-Americans do not have enough
computer technology in their background.” She remarked that Black children
often do not have role models that use computers in the home. She expressed

frustration and concern that some of her friends do not know how to type. She

explained,

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There are some Black kids on the ﬂoor that have just never used a
computer, period. Some kids never had a computer class in high
school. Detroit public schools are not inferior, although some
people say so. African-Americans have kids young, and they are
being brought up by their mother, and she doesn’t know about

computers, so how much can she do?

This student argued that African-American students experience

technology differently than many other students. She explained,

It is a smaller percentage of students of color that are interested in
computers, because they just don’t know. How can they be
interested in something they don’t know? You can count on your
hands how many African-Americans are in your class. That is why
you don’t see as many African-Americans graduating. It is not your
fault that you don’t know how to use technology. Your teacher

never taught you.

The ﬁndings in this study suggest that first year college students arrive on
campus with different experiences using technology. Not all ﬁrst year students
have had ample and positive experiences using computers prior to starting
college at MSU. Participants mentioned that some students need more training
and experience using computers. Although all the participants said they were
familiar with and somewhat comfortable using technology, they also indicated

that each of them had needed to Ieam additional information and/or skills related

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to technology during their ﬁrst year of college. Most of the participants articulated
some frustrating experiences due to technical problems that they did not know

how to resolve.

Participants shared that they relied on other students to assist them if they
had difﬁculty interacting with a computer. A few participants mentioned they had
to pay someone to help ﬁx their computer. One student offered a different way to
seek assistance, “On my ﬂoor, sometimes someone will just scream down the
hall, ‘Does anyone know how to ﬁx my computer?’ and then you Ieam from

them.”

The magnitude of the Learner-Interface Interaction is apparent when
respondents described the necessity to know how to access the lntemet.
Participants stressed that without this ability, a student’s interactions with
content, instructors, and other Ieamers would be severely restricted. All of the
participants indicated that their grade point average would be lower without the
ability to effectively interface with computer technology. Students in this study
validated that there is an expectation and need to be able to use technology in
order to be successful in their ﬁrst year of college. It was conﬁrmed that students
have very different skills and experiences using computer technology when they
begin college. Data indicated that some beginning ﬁrst year students had the

skills and ability to use technology to their advantage. Other students did not.

The Learner-Interface interaction is a unique experience for every student.

Two students in this study indicated that interfacing with computer technology

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meant something quite different for them compared to the other participants. One
participant explained that she does not like to interact with computer technology.
She stated, “I am afraid of technology. Before MSU, I did not know anything
about technology. My mom said it is the anti-Christ.” While this student had a
unique viewpoint regarding Leamer—lnterface with computer technology, another
student expressed a somewhat skeptical view of technology by stating,

“Technology can be very scary, but it may be our friend.”

These statements were in contrast to one participant in particular who
became very excited when she spoke about the use of technology in one of her
classes, “I like the CAPA (Computer Aided Personal Approach)! It gives you
immediate feedback so you don’t get it wrong in your head and think you got it

right. It’s hard sometimes, but it is great!"

Students agreed they enjoy the convenience of being able to access
information from wherever they have an lntemet connection. Participants
indicated they primarily used a computer in their residence hall room, although
the use of computer labs was also mentioned by some. Most participants
expressed positive feelings about how fast the Ethernet connection worked on
campus. More than half of the participants emphasized that interacting with
technology is especially appealing when the weather is bad and/or at night and

they need information that could be found at the library.

Leamer—Interface interaction was reported to be very time consuming and

sometimes a distraction for participants. One student expressed a need to get

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away from his computer, “I usually have to leave my room to do homework;
because if the computer is on, it is a distraction.” A different student added, “I
wish I did not have to use it so much. Technology can be addictive. It can be very
time consuming.” This prompted another participant to say, “I spend way too
much time on the computer. If I spent that much time on homework as I do
messing on the computer, I would be a lot smarter.” Participants reported that the
interaction that takes place between the learner and technology interface
inﬂuences the interaction that students have with informational content, such as
course information, as well as their interaction with the instructor and other

students.

Review of the Findings

This study involved anonymous questionnaires, face-to-face interviews,
and focus groups with ﬁrst year college students. The data that were collected
indicate students are having a wide range of experiences using technology
before and during their ﬁrst year of college. This spectrum varied from students
reporting very positive to very negative experiences. Regardless of their
experience, however, there was consensus that all students had to be competent
using a computer or they could not be successful during their ﬁrst year at

Michigan State University.

The ﬁndings indicate that the ﬁrst year students in this study used
technology for communication - both for academic and non-academic reasons,

for research, for entertainment, and for a variety of other purposes. Michael

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Moore’s Theory of Transactional Distance was utilized to categorize the
participant responses in the areas of Leamer—Content, Leamer-lnstructor,

Leamer-Learner, and Learner-Interface.

One of the most poignant ﬁndings of this study may be the large
differences that participants described in the quality and quantity of their
computer use prior to their ﬁrst year of college. The knowledge and ability of the
students in this study to use a computer varied greatly. Participants, without
exception, stated they believed most, but not all, ﬁrst year students have the
computer skills necessary to be successful at MSU. For many different reasons,
some ﬁrst year students arrived at MSU with limited positive experience using
computers. Nevertheless, students believed that beginning ﬁrst year students
were expected to be competent using computer technology. This expectation
was reinforced for them by the requirement as of fall semester 2001, that all ﬁrst

year students were expected to bring a computer to MSU.

Summary

The purpose of this chapter was to present the ﬁndings of this study. The results
of this research are relevant for the participants that responded. Some of the
ﬁndings have further implications for better understanding the experience that
ﬁrst year students are having with technology. Chapter ﬁve will expound upon the
relevance of the ﬁndings and present conclusions, implications,

recommendations, and suggestions for further research.

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CHAPTER FIVE

Summary, Conclusions, Implications, and Recommendations

Introduction

This chapter summarizes the methods and ﬁndings of the study and
reports conclusions and recommendations. Emergent themes were extrapolated
from the data and expounded upon. Implications of this research for practitioners
and for further investigation are also discussed. In addition, the researcher

provides reﬂection on the ﬁndings of the study.

Many college students are using computer technology for several hours or
more every day (Burbules, 2000). Educators and others associated with higher
education are grappling to understand what students are experiencing using
computers and how to best guide their learning. The purpose of this study was to
investigate how ﬁrst year college students describe their experience using
technology. Students reported how they interacted with informational content,

instructors, other students, and computer technology as an interface.

This research was conducted utilizing anonymous questionnaires, face-to-
face interviews, and focus groups. The ﬁndings in this study offer implications for

research, theory, and practice.

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This study employed a qualitative and interpretive research design with the intent

of addressing the following research questions:

1. What is the experience of ﬁrst year college students using computer
technology?
2. What types of computer experiences do students describe as important to

master in order to be successful their ﬁrst year of college?
Summary of the Findings and Signiﬁcance of the Study

The access and ability to use a computer has been called an essential
element for college student success (Gates, 1998). All of the participants in this
study expressed that it would be impossible for students to succeed at MSU if
they were not proﬁcient using a computer. The almost daily interaction with
computer technology inﬂuenced how students communicated, learned, did

research, wrote, and entertained themselves.

The ﬁndings from this study indicate students are having a wide spectrum
of experiences using technology during their ﬁrst year at MSU. By reducing data
from the questionnaires, interviews, and group discussions into categories,
general themes emerged. These themes were categorized and grouped
according to how ﬁrst year students interacted with content/material, instructors,

others, and technology as an interface.

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Using Computer Technology Prior to Coming to Michigan State University

There have been some dramatic changes in the experience of college age
students using technology since the mid-1990’s. Beginning undergraduate
students are expected to have had adequate experience using computers at
home and/or school prior to starting classes at Michigan State University. As of
fall semester 2001, new ﬁrst year undergraduate students were expected to bring

a computer to campus with the implied understanding that they could use it.

Data gathered from this research indicate that freshman students in this
study had a wide range of computer skills and experience. Not all were equally or
adequately prepared. Students reported vast differences using technology prior
to and during their ﬁrst year of college. The majority of students reported having
ample prior positive experiences using technology, but there were many that did
not. All of the participants indicated it was necessary for them to use computer
technology in order to do well in their classes at MSU. The more computer
classes and/or experience a student had using technology before coming to
MSU, the more comfortable and successful they reported they were using

technology at MSU.

For each participant, there were many variables reported that were
associated with the quality and quantity of their experience using technology.
Some of these factors included: access to a computer, prior experience using a
computer, the equipment and programs used, and/or socio-economic related

factors.

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Using Computer Technology for Academic Purposes

Participants in this study suggested that a student’s experience and ability
to use a computer may strongly inﬂuence her/his academic success. They also
mentioned they knew students who had difﬁculty completing course requirements
because they did not know how to use a computer very well. As technology
continues to be integrated into more and more aspects of higher education,
students without ample positive experiences using computers may be at a

disadvantage compared to those that are skilled using technology.

Some participants noted that the amount of time needed to complete
certain academic tasks was inﬂuenced by how well a person knew how use a
computer. All of the participants mentioned they knew students that did not know
how to type very well. It was suggested that students’ typing ability could
positively or negatively inﬂuence their academic success. One student indicated
she/he had a friend that rarely used e-mail because of an inability to type.
Another student mentioned she knew a male student that had to pay someone to
type his papers. During one interview, a participant was emphatic that “It is not
fair that many black males do not know how to type. It is not their fault that no

one taught them!”
Using the Computer vs. Visiting the Library to Conduct Research

When asked about using the library to access and interact with the content

of a course, all of the participants indicated they spend little, if any, time at the

80

library. Many of the participants communicated they saw no need to go to the
library because they can access the information they need from the computer in
their room. Data collected from this study indicate that students prefer to conduct
research from their place of residence (residence halls) via a computer as
opposed to physically going to the library. They reported they rarely go to the
library except to meet someone or to ﬁnd a quiet place to study. A few students
mentioned they spent a great deal of time looking for information in the library,
but often they were not able to locate what they needed. There was agreement

that it is not practical to go to the library when it is cold and/or dark outside.

This ﬁnding supports the suggestion that computer technology is having a
dramatic impact on libraries across the United States. Students in this study
reported they rarely visit the library because they prefer to use the lntemet, CD-
ROMS, DVDs, and other forms of computer technology to acquire and directly

interact with the desired content.

Importance of Computer Skills for Career Development

Students in this study indicated that they have used the lntemet for career
exploration. Some participants mentioned that they have used the lntemet to get
speciﬁc job related information. A few participants indicated they have completed

applications online and also submitted their resume electronically.

One has only to look at the classiﬁed ads or the Chronicle of Higher

Education position postings to ﬁnd evidence of the need for computer skills

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throughout corporate America. Therefore, students who do not have adequate
positive experience using a computer may be at a disadvantage when looking for
a job. Students in this study expressed a need to have certain computer skills

and abilities in order to be competitive in the job market when they graduate.

Using Computer Technology for Learner-Instructor Interactions

Most of the participants reported positive feelings about their interaction
with faculty using technology. The students reported many faculty members were
using technology both in and out of the classroom as a way of communicating
with students. Participants stated they had expected to meet with their instructors
during faculty members’ ofﬁce hours. Instead, they reported that faculty members
are using web sites, e-mail, and in some cases Instant Messaging to
communicate with their students instead of physically meeting with them. Some
of their faculty members were offering “virtual ofﬁce hours.” In this way, students
could use a computer to communicate with the instructor at a designated time
without having to physically go to a speciﬁed location. Students reported they
believed that faculty responses to questions, academic advising, and other brief

communication is happening more frequently because of technology.

However, some students expressed a concern that students and faculty
may be using technology too much and/or inappropriately. More than one
participant reported choosing to rarely read e-mail messages sent by faculty.
Another student discussed frustration about a professor that sent about ﬁve

messages a week and suggested that most students in the class were annoyed

82

and did not read them. This respondent felt that students just deleted the

messages because the professor sent too many, too often.

The majority of respondents indicated that technology can limit student-
instructor face-to-face interactions. Technology was also reported to negatively
inﬂuence the rapport and relationship between students and faculty. Some
participants suggested that technology can make the interaction less personal.
Others suggested that the excessive use of technology may limit the perceived
need to develop skills critical to develop and maintain personal relationships with

instructors and peers.

The experiences that ﬁrst year students reported having with technology
are happening in part because of the way MSU faculty, staff, and administrators
interact with technology. This inﬂuence should continue to change as faculty,

staff, and students become more comfortable and skilled with using computers.

Using Computer Technology for Communication

Computer technology clearly impacted how students communicated in this
study. A communication “explosion” may be indicated by the fact that many
participants in this study reported having more than one e-mail address and/or

more multiple screen names for Instant Messaging.

Students reported using electronic forms of communication more than
written or spoken words via the telephone. Many face-to-face or other personal

forms of communication were identiﬁed as being changed, reduced, or eliminated

83

due to the increased use of computers as a means to communicate. The
potential for over-utilization of technology was a concern of several students.
Social and developmental tasks are important to the students in this study.
Students cautioned that technology has the hidden risk of enabling students to
stay in their room more rather than interacting face-to—face with others. One
participant referred to using technology to communicate as “going out and

traveling virtually instead of going out and getting my feet wet.”

Technology may also be providing a positive buffer in the communication
process. One participant indicated she/he knew some students that preferred
using technology because they did not have good social skills, based on that
participant’s perception. Several of the participants commented that using IM
when asking someone for a date is easier and safer than having a conversation
on the phone or in person. They felt that this practice allows students to feel

“safer” about the possibility of a rejection if “less of one’s self is involved.”
Using Computer Technology for Entertainment

Students in this study reported changes occurring in how they entertain
themselves, especially since arriving at MSU. Participants noted becoming less
involved in outdoor activities (exercise, visiting the library, going out to socialize,
etc.). Instead of outdoor activities, they were shifting to indoor activities such as
playing computer games or socializing with others while using Instant Messaging
or e-mail. One participant remarked that when walking through the residence

hall, “every room has people who are looking at screens. Whether it is playing a

84

game, surﬁng the web, using Instant Messaging, or watching DVD’s, everyone is

using a computer.”

Knowledge and Skills Related to Technology that are Necessary to be

Successful at Michigan State University

New students coming to Michigan State University have experienced a
drastic change in what is required of them. Fall 2001 was the ﬁrst semester that

MSU expected every new student to bring her or his own computer.

Participants in this study were part of the entering class of 2001. When
asked second semester of their freshman year what they believed was needed
for college students to be successful during their ﬁrst semester, all participants
stressed the importance of being able to use e-mail and word processing. More
than half of the participants speciﬁed that students should know the basics of
how to use certain programs by name. They mentioned Microsoft Word,
PowerPoint, Excel, and Access in addition to being able use e-mail and ﬁnd

information using the Internet.

A Summary of the Findings Reﬂected In This Study

. Experience Using Computer Technology Prior to Coming to Michigan
State University: Computer skills and competencies shifted from being a
nicety in high school, to being a necessity in college. Owning one’s own

computer as a ﬁrst year student went from being somewhat unusual, as

85

reported by their friends and family members, to being required at MSU as
of fall semester 2001.

Experience Using Computer Technology for Academic Purposes:
Technology has become a primary part of the Ieaming process.
Computers have evolved from complementing Ieaming to computers
being more in charge of Ieaming.

Library vs. lntemet Research: Students reported they seldom visited the
library. They expressed it was impractical and not their preferred method
of research.

Computer Skills for Career Development and Job Placement: Technology
skills and experience were reported as being required or of importance
whether for on campus or off campus employment. This ﬁnding supports
the view that the majority of college graduates must be proﬁcient using a
computer or they will not be able to compete effectively in the job market.
Experience Using Computer Technology for Leamer-lnstructor
Interactions: Students reported few ofﬁce visits with instructors, but
frequent e-mail and/or other electronic interaction with their instructors.
They also indicated that almost all of their instructors sent course content
to the students via the computer.

Experience Using Computer Technology for Communication: Students
reported frequent use of computer technology to communicate with others.
This included using e-mail and Instant Messaging with family, friends, and

other students.

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. Experience Using Computer Technology for Entertainment: Students
reported being involved in fewer outdoor activities such as exercise or
visiting the library, and being more involved in indoor activities using
technology like computer games and web browsing since arriving at
college.

a Knowledge and Skills Related to Technology are Needed to Be
Successful at Michigan State University: The successful use of technology
for communication with faculty and students, the use of the lntemet for
research, and competency with word-processing were reported as

necessary for the success of ﬁrst year students at MSU.
Conclusions

Institutions of higher education have a unique opportunity to provide
positive computer experiences for their students every year. This is especially
important for ﬁrst year students whether on campus or at satellite locations. Most
of the participants in this study identiﬁed the need of incoming ﬁrst year students
to have a minimum level of competency in certain areas related to technology.
There was agreement that students need basic skills to do word processing and
need to know how to use e-mail for communication. Participants also indicated
that students in their ﬁrst year of college must be able to ﬁnd information
effectively using the lntemet and also need to know how to surf the lntemet to

conduct research.

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The data generated from this study indicate that ﬁrst year college
students have a wide range of skills and experiences related to computer
technology. There is a continuum of experience between those that know how to
use technology and those that don’t. There are many variables that determine
the experience that a student has using technology prior to starting college. If
technology is not used in the student’s home due to religious, cultural, and/or
economic reasons, additional challenges occur for the beginning stu/dent and the
university. Likgvise, bridging the gap between those ﬁrst year students that know

how to use technology and teaching those that do not becomes more complex if

a student’s competency in the English language is also limited.

This study contributes to the existing research and body of knowledge
concerning how first year students are experiencing technology. There is a need
for higher education to identify strategic objectives and goals regarding how
students will experience technology during their ﬁrst year. Colleges and
universities will need to monitor the experience and success of students using
technology both in and out of the classroom. Of particular interest was the
suggestion by several students that “excessive” faculty interactions via e-mail
were not only unwelcome, but in some cases were considered intrusive and were
deleted without having been read. Special attention also should be given to how
students use their discretionary non-instruction related time. This is especially
important in light of the issues raised by participants who stated their concern
that the overuse or inappropriate use of technology may hinderthe social-

deveiopmental growth of ﬁrst year college students. This study demonstrated that

88

parental and religious values impeded the successful experience that some

students reported they were having with technology. This ﬁnding was not

expected by the researcher and is an area warrants further study.

Limitations of the Study

The intent of the research was to discover and document how ﬁrst year

college students describe their experience using computer technology. The

identiﬁed limitations of this study include:

This research was constrained by time and context. The experiences of
other ﬁrst year students may be quite different than those that participated
in this study. As a qualitative study, the ability to generalize to a larger
population of first year students is limited.

First year college students may have different experiences related to
technology during their ﬁrst semester than they do during their second
semester. Being exposed to and using technology during ﬁrst semester
may inﬂuence the responses provided second semester.

Subjectivity on the part of the researcher could have inﬂuenced the
interpreted response from the participants. This subjectivity could have
positive and/or negative consequences on the data collected. For that
reason, triangulation of data sets was used to increase validity for the
ﬁndings and recommendations in this research.

Sample size and composition of the focus group may be considered a

limitation of this study. Only one male student of color agreed to

89

participate in either a focus group and/or an interview to discuss his
experience using technology.

All of the data collected in this study were self-reported. There was no
attempt to either control for or collect information regarding the socio-
economic background of the participants, which could have inﬂuenced the
responses and the sample itself.

Interview methodology was dependent on the honesty and openness of
the students.

Participation in this study was totally voluntary and students knew in
advance it was a study that concentrated on computer technology. Prior
knowledge about the topic may have inﬂuenced who agreed to participate.
Most of the students in this study reported their expertise and experience
was average to above average for positive experience with technology. It
is possible that those with less positive experiences did not choose to
complete the initial questionnaire. Students may have chosen not to
participate in the interview and/or focus group conversations if there were
a “shame factor” or a feeling. of being less capable or less intelligent.

The terms “faculty”, “instructor”, and “professor" were used by participants
to refer to those teaching their classes. At a large, land-grant research
university the majority of ﬁrst year classes may involve a graduate level
teaching assistant or other non-tenure stream course instructor. When
some of the respondents to this study indicated that “professors e-mail me

right away even in a class of 300 students,” there was not clariﬁcation

90

whether the e-mail messages were generated by a tenure-track faculty
member or a teaching assistant. Future studies should clarify whom

students are referring to as “faculty”.
Implications
Implications for Key Constituents

This study is signiﬁcant because it has the potential to improve the
educational experience for ﬁrst year students. The ﬁndings of this study are a
reﬂection of the sample, but the results do have implications for educators and
policy makers. The results of this study will help educators better understand the

experiences of ﬁrst year students in order to make better decisions.

Students indicated their most important success strategy was their ability
to develop typing and word processing skills. E-mail and web surﬁng
competencies were next in ihtpoftahce. While some troubleshooting and minor
maintenance can be Ieamed with experience over time, students identiﬁed a
need to Ieam basic technical support skills. This competency could become more

essential as computer support centers are reduced in size due in part to students

being required to bring their own computer to campus.
Implications and Recommendations for Practice

Computer technology is part of practically every college student's life.

Educators are compelled to better understand the inﬂuence of technology on

91

students so they can design strategies to harness the ability and power of

technology to help students succeed in college.

This study has gathered and presented information that indicates there
are obstacles for some students that do not exist for others. There are racial,
ethnic, gender, cultural, and religious differences that inﬂuence the experience
that students report using technology. Participants suggested that African-
American students, speciﬁcally males, may be disadvantaged because of limited
experience with technology. Some international students may also be at a
disadvantage because of limited or negative experiences using computers. Some
of these students may have an additional barrieruthat of language- which further
limits their communicating and understanding of technology. The responses of at
least one participant in this study indicated that religion might also inﬂuence how
a student perceives and experiences technology. This student indicated that
her/his parents had referred to technology as “The Anti-Christ” which had a

strong impact on this student’s experience using technology.

Regardless of their past experience using technology, this study suggests
that for ﬁrst year students to be academically successful at MSU, they need
certain computer related knowledge and competencies. Participants of this study,
all who were ﬁrst year students, offered the following advice when asked what
computer experiences they believe are necessary for future incoming fall
semester ﬁrst year students. These students suggested that ﬁrst year students

be strongly advised:

92

. To purchase their computer and be familiar with how to use it before
coming to campus.

. To be prepared to use technology for academic purposes such as typing
papers, preparing presentations, and researching information on the
lntemet.

c To understand the positive value that technology can have in their lives.
They stressed that incoming students need to develop a positive attitude
towards technology because they must use technology in order to be

successful.

Respondents were in agreement that students must have successful
experiences with technology or they will not be able to do well in classes. There
was also agreement regarding how a computer improves the ability for students

to communicate with other students, faculty, friends and family.

Implications for Practitioners

To minimize the risk of “social hibernation”, students, staff, and faculty
need to be aware of the potential for negative consequences associated with the
excessive use of technology. Issues involving “self” and identity, accompanied by
a strong need for peer acceptance, may provide the opportunity for ﬁrst year
students to hide behind technology and thus avoid social interactions. This
suggested caution may be of particular concern to student affairs professionals
as well as faculty as they work to assist ﬁrst year students during this important

transition to college.

93

The following are recommendations for academic and student affairs

practitioners involved with ﬁrst year college students:

. Develop strategies to harness the possible ability and power of technology
to help students succeed in college.

0 Encourage and foster the development of new educational paradigms.
Administrators, educators and other decision makers have the opportunity
to use technology as a tool to reduce barriers to success for ﬁrst year
students.

. Conduct on-going focus groups with students and faculty members to

better understand how they describe their experience using technology.
Implications and Recommendations for MSU

The data identify several areas for consideration by Michigan State
University faculty, academic administrators, and student affairs educators. First,
the early identiﬁcation of technology competencies and deﬁciencies is important.
Summer classes or seminars should be considered for ﬁrst year students who
have had little experience using technology. Both beginning and advanced
students requested courses and web sites designed to improve computer

competency at the beginning and intermediate levels.

Residence halls provide the ideal setting for students to Ieam and develop
their skills using technology. Using technology to create and support study

groups, hall programs, success seminars, and workshops are all strategies that

94

should be considered. Residence Life staff, including the undergraduate Mentors
and Racial Ethnic Aides, should be educated regarding the possible misuse or
overuse of technology and the negative social consequences which can result.
Consideration should be given to adding a Technology Aide in each residence
hall building or at least placing an aide in each housing complex as well as
providing training for the staff. Consideration should also be given to creating a
technology ﬂoor within ﬁrst year residence halls for those students who would like

technology theme living/learning environment.

MSU should articulate to high school counselors, prospective students
and parents the importance technology plays in the success of students in their
ﬁrst year at MSU. Programming during AOP (Academic Orientation Program)

should better prepare students to develop a plan to begin classes ready to use

technology.

There are students that can be identiﬁed who may be at a disadvantage to
succeed at MSU. This would include students from other countries, students from
high schools that did not use or that underutilized technology, students of color,
and other students in whose home technology was undervalued or looked upon
as negative, i.e. for religious reasons. Additional support and special
opportunities must be identiﬁed to assist these students in their collegiate
residential environment. Consideration should be given for developing

opportunities for ﬁrst year students to also engage in success seminars dealing

95

with life skills during their ﬁrst year, which would include an orientation to

technology skills.

MSU should identify and articulate what skills are required for all students
in order to be successful members of its Ieaming community. The current
research of Chickering and Gamson (1987) and the results of this study reﬂect
that many of the necessary success skills and competencies link to the effective
use of technology. Skills identiﬁed Chickering and Gamson include: Developing
independence (Competence), Developing relationships, Making friends and
communicating with them, Connecting with friends and family, Navigating the
university, Communicating with faculty, Conducting research, Effective time
management, Exploring career options, and Learning to express themselves

successfully

Based on data analyzed for this study, there is considerable information to
suggest that students have different experiences and abilities related to
technology. As a result of this study, some additional considerations are

suggested to help ﬁrst year students succeed at MSU.

Technology Recommendations:

0 Offer ﬁrst year students speciﬁc courses designed to improve student

success with online content

96

. Enhance training for Peer Leaders/Residence Life staff in the residence
halls including how to use technology more effectively.

. Provide opportunities and designated space for social time especially in
halls that primarily house ﬁrst year students

. Provide health related information including exercise equipment,
instructional tapes and DVD’s, as well as informal social areas for
students to interact within their hall or complex

0 Provide interactive recreational activities and games on a regular basis
within the housing complex

0 Provide computer training based on a student’s level of experience from
novice to advanced

0 Provide technical assistance and/or training to help students set up their
computers and Ethernet connection

. Provide technical assistance and/or training to help students use e-mail
and search the Internet effectively

. Provide technical assistance and/or training to help students with
academic related software such as MAGIC (MSU Library Software), a
word processing program for typing papers, and other similar programs

0 Establish technology learning centers for all students to hone their skills.

Recommendations for Future Research

0 A follow-up study should be designed to explore what faculty members

believe is the experience of students using technology

97

Research should be designed to identify, explain, and analyze how a
faculty member’s technical competency may inﬂuence the quality of
educational experience for students their first year of college

Additional research should be conducted to determine how technology
could be used as a tool to have a more positive inﬂuence on student
academic achievement

Students identiﬁed concerns regarding the need to balance technology in
their lives. Follow up studies should be designed to explore the impact of
technology on social interactions, exercise patterns, and other activities of
ﬁrst year college students

A follow up study of the MSU freshmen class of 2001 should be conducted
in the spring of 2005 to see how students describe their experiences using
technology.

A similar study should be conducted periodically for different entering ﬁrst
year classes at MSU. In designing future studies, it would be important to
explore what effect the socio-economic background of students may have

on the experience of students related to technology use.

The results of this study support the need for continuing research to

determine how experiences with technology inﬂuence how a student describes

the ﬁrst year of college in the areas suggested by Art Levine in Upcraft and

Gardner (1989, p. 22): 1) The acquisition of skills and knowledge needed to live

in our world, 2) The development of a feeling of efﬁcacy by the student, 3) The

98

feeling of hope as opposed to hopelessness, and 4) The development of a sense

of responsibility

Reﬂections

The story of MSU ﬁrst year undergraduate students using technology
reveals the individual differences and needs of the students studied. The
experience of these students enhances the literature regarding the use of
technology by ﬁrst year college students. The reﬂections of these students have
added to the information that characterizes the ﬁrst entering class required to
bring a computer to MSU. While the number of voices was few, their messages

were profound.

It is my hope the results of this research will be used to help future
students to accomplish their dreams both now and in the future. I wish them

success!

99

APPENDICES

100

APPENDIX A

University Committee on Research Involving Human Subjects Approval

101

h..\ pr!

80‘ .\v\.n (‘f E1

Michigan State University
246 Administration Building
East Liming, Michigm
48824-1046

517/355-2180

FAX: 517/353-2976

tree: www.medu/usarlucﬁls
E-Mail: WM

 

MICHIGAN STATE

UNIVERSITY

 

February 8, 2002

TO: John DIRKX
408 Erickson Hall
MSU

RE: IRB# 01-874 CATEGORY: EXPEDITED 2-F
APPROVAL DATE: February 8, 2002

TITLE: THE EXPERIENCE OF FIRST YEAR COLLEGE STUDENTS USING

The University Committee on Research Involving Human Subjects' (UCRIHS) review of this
project is complete and I am pleased to advise that the rights and welfare of the human
subjects appear to be adequately protected and methods to obtain informed consent are
appropriate. Therefore, the UCRIHS approved this project.

RENEWALS: UCRIHS approval is valid for one calendar year, beginning with the approval date
shown above. Projects continuing beyond one year must be renewed with the green renewal
form. A maximum of four such expedited renewals possible. Investigators wishing to continue a
project beyond that time need to submit it again for a complete review.

REVISIONS: UCRIHS must review any changes in procedures involving human subjects, prior
to initiation of the change. If this is done at the time of renewal, please use the green renewal
form. To revise an approved protocol at any other time during the year, send your written
request to the UCRIHS Chair, requesting revised approval and referencing the project's IRB#
and title. Include in your request a description of the change and any revised instruments,
consent forms or advertisements that are applicable.

PROBLEMSICHANGES: Should either of the following arise during the course of the work,
notify UCRIHS promptly: 1) problems (unexpected side effects, complaints, etc.) involving
human subjects or 2) changes in the research environment or new information indicating

greater risk to the human subjects than existed when the protocol was previously reviewed and
approved.

If we can be of further assistance, please contact us at (517) 355-2180 or via email:

UCRIHS@msu.edu. Please note that all UCRIHS forms are located on the web:
http:l/www.msu.eduluserlucrihs

Sincerely,

  
   

As ir Kumar, M.D.
UCRIHS Chair

AK:
cc: bd

Mark Rinella
A101 Rather Hall

102

APPENDIX B

Statement for Informed Consent

103

APPENDIX B

Statement for Informed Consent

What is the study about?

This study explores the role of technology on the experience of ﬁrst year college
students. The research consists of individual personal interviews with
approximately 7-12 students and the opportunity for participation in a focus group
meeting. These discussions include questions about how the participants use
technology, the inﬂuence it has had on their ﬁrst year as a college student, and
how they perceive technology impacting other ﬁrst year students this year and
next year. After the individual interviews have been conducted and analyzed,
participants will be asked to participate in a focus group discussion about issues
that emerged from the individual interviews. The intent of the research is to
provide a forum for college students to candidly share their thoughts and
experiences relating to the role and impact of technology in the experiences of
ﬁrst year college students.

What is my role as a participant?

As a participant, you are the most important contributor to the study. Your time
and your candid responses are all that are necessary. Your decision to
participate in the study is completely up to you. You may choose not to
participate at all. You may choose not to participate in the interview or the focus
group. You can refuse to answer any question you do not want to answer, and
you may decide to discontinue your participation at any time, for any reason.

How much of my time will participating in this study take?

As a participant in this study you may be asked to participate in an individual
interview (approximately 60 minutes) and/or a follow up focus group (up to 90
minutes). Your time for one or both of these activities will not exceed three hours.

What about the results of the study?

All results (interviews and focus groups) will be kept strictly conﬁdential and
participants will remain anonymous in any report of the research ﬁndings. Upon
request, a copy of the ofﬁcial report of ﬁndings will be made available after the
completion of the study.

What if I have any questions or concerns about the study?
If you have questions or concerns about the study, the researcher or anything
related to your participation, you may contact either individual listed below:

Mark Rinella Dr. John Dirkx
Researcher/Doctoral Candidate Faculty Supervisor
355-4447 ofﬁce Educational Administration
355-4453 home 353-8927 ofﬁce
rinella1@msu.edu dirkx @msu.edu

104

APPENDIX C

Consent Form and Demographic Information Sheet

105

 

APPENDIX C:
Consent Form and Demographic lnforrnation Sheet

Thank you for agreeing to be part of my dissertation study. I value your
willingness to participate and the time you are volunteering. Please let me know
if you have any questions or concerns about your participation. I look fonIvard to
working with you.

Please complete the following information form so we can begin.

 

INFORMED CONSENT
l have read the researcher’s statement regarding my voluntary role in the study.
I agree to participate voluntarily. I understand that I may choose not to
participate in any portion of the study at any time.

 

 

 

Signature Date
Address

Number and street city state zip
Phone E-mail

 

 

The following information is for demographic purposes and is optional. It will be
kept strictly conﬁdential.

 

 

 

 

A. Name B. Age
C. Gender D. Ethnic/racial background

G. Major(s) H. Cumulative grade point average
Interviews

An interview time will be set up at your convenience. Weekend and. evening
times are available. What day(s) and time(s) are most convenient for you to
participate in an interview?

Please return this form in the enclosed envelope to the Rather Hall front desk for
Mark Rinella.

If you have questions regarding your role and rights as a subject of research, you
may contact the Institutional Review Board (IRB): David E. Wright, Ph.D. Chair,
University Committee on Research Involving Human Subjects (517)355-2180

106

APPENDIX D

Technology Questionnaire Version One

107

APPENDIX D

Technology Questionnaire Version One

Hi,

My name is Mark Rinella. I am a doctoral candidate in the MSU College of
Education. I am conducting a study to Ieam about: “The Experience of First Year
College Students Using Technology”. Would you please take a few minutes to
answer the following questions? The information that you provide will contribute
to my dissertation and other research studies.

Participation in this survey is entirely voluntary and the results will be treated in a
conﬁdential and professional way. For this reason please do not put your name
or any identifying information on the survey.

Thank you.

1. How would you describe your experience using technology BEFORE
coming to MSU?

2. How would you describe your experience using technology during your ﬁrst
year of college?

3. How would you describe the impact that technology is having on other MSU

ﬁrst year students?

What computer skills and competencies do you perceive as important to

master in order to be successful during your ﬁrst year at MSU?

How would you describe your competence or skill level using technology?

How do you feel about technology?

How are you using technology related to your classes and academic work?

What are some other ways that you are using technology?

If you could tell MSU President Peter McPherson one thing related to

technology, what would it be?

10. Are you a ﬁrst year college year college student?

:8

SPQNQS”

Would you be willing to participate in an individual interview and/or a Focus
Group with approximately 5 other ﬁrst year students to discuss “T he Role of
Technology in the Experience of First Year College Students”? If you are
selected, each session is expected to take between 45-90 minutes.

If so, please provide:

Your name: e-mail address: Phone number:

 

Please return this form on or before Wednesday February 13
To: Mark Rinella A101 Rather Hall
The information that you provide will contribute to my dissertation and other
research studies. Participation in an individual interview and/or a focus group
discussion is entirely voluntary and the results will be treated in a conﬁdential and
professional way.

108

APPENDIX E

Technology Questionnaire Version Two

109

APPENDIX E

Technology Questionnaire Version Two
Hi,
My name is Mark Rinella. I am a doctoral candidate in the MSU College of
Education. I am conducting a study to Ieam about: ”The Experience of First Year
College Students Using Technology". Would you please take a few minutes to
answer the following questions? The information that you provide will contribute
to my dissertation and other research studies.
Participation in this survey is entirely voluntary and the results will be treated in a
conﬁdential and professional way. For this reason please do not put your name
or any identifying information on the survey.

Thank you.

1. How would you describe your experience using technology BEFORE coming
to MSU?

2. How would you describe your experience using technology during your ﬁrst
year of college?

3. What computer skills and competencies do you perceive as important to
master in order to be successful during your ﬁrst year at MSU?

4. What do you wish you had more experience with using technology?

5. What do you like best and what do you like least about technology?

6. How would you describe your experience using technology related to your
classes and academic work at MSU?

7. How would you describe the way that technology has inﬂuenced your grades
at MSU?

8. What would you like to tell the faculty and administration about your
experience with technology?

9. If you could tell MSU President Peter McPherson one thing related to
technology, what would it be?

10. Are you a ﬁrst year college student?

Would you be willing to participate in an individual interview and/or a Focus
Group with approximately 5 other ﬁrst year students to discuss “The Role of
Technology in the Experience of First Year College Students”? If you are
selected, each session is expected to take between 45-90 minutes.

If so, please provide:

Your name: e-mail address: Phone number:

 

Please return this form on or before Wednesday February 13
To: Mark Rinella A101 Rather Hall
The information that you provide will contribute to my dissertation and other
research studies. Participation in an individual interview and/or a focus group
discussion is entirely voluntary and the results will be treated in a conﬁdential and
professional way.

110

APPENDIX F

Interest Form for Interview and/or Focus Group Participation

111

APPENDIX F

Interest Form for Interview and/or Focus Group Participation

Would you be willing to participate in a face-to-face interview and/or a Focus
Group with approximately five other ﬁrst year students to discuss “The
Experience of First Year Students Using Technology”?

If you are selected, each session is expected to take between 45-90 minutes.
If so, please provide:

Your name: e-mail address: Phone number:

Please return this form on or before Wednesday February 13
To: Mark Rinella A101 Rather Hall

The information that you provide will contribute to my dissertation and other
research studies.

Participation in an individual interview and/or a focus group discussion is entirely
voluntary and the results will be treated in a conﬁdential and professional way.

112

APPENDIX G

Face-to-Face Interview Questions

113

10.
11.
12.

13.

14.

APPENDIX G
Face—to-Face Interview Questions

How would you describe your experience using technology prior to starting
college at MSU?

Describe a typical day.... Tell me about what you do that involves the use
of computer technology.

Describe your experience using technology this first year of college?

In what ways are you using technology related to your classes and
academic work?

How are you using technology in other areas?
How would you describe your competence or skill level using technology?

When you think about your use of technology, what stands out as either
signiﬁcant or important to you?

What has been the best thing about technology for you?

What do you think are the “positive” aspects related to technology?
What do you think are the “negative” aspects related to technology?
How do you feel about technology?

What has surprised you most about technology?

What knowledge and skills related to technology do you believe are
necessary to be successful at Michigan State University

If you could tell MSU President, Peter McPherson, one thing related to
technology, what would it be?

114

APPENDIX H

Letter of Invitation to Focus Group Participants

115

APPENDIX H
Letter of Invitation to Focus Group Participants

Mark Rinella

A101 Rather Hall
355-4447
rinella1@msu.edu

Name and address of participant

Dear ( )

Thank you for accepting the invitation to attend the discussion about “The
Experience of First Year College Students Using Technology”. We will be
meeting on Sunday in the Rather Hall Conference Room that is located across
from the Rather front desk. Our discussion will begin at 6:00 pm. and conclude
by 7:30 pm. There will be pizza, soda pop, and some other snacks for you to
enjoy while we are talking.

Our discussion is limited to only a small number of participants. The
discussion you will be attending will have approximately ﬁve other ﬁrst year
students. The success and quality of our discussion is based on the participation
and cooperation of those who attend. We appreciate your acceptance of the
invitation and we anticipate your attendance and participation. Your input will
help make this research project a success.

We will be discussing your experiences, attitudes, and beliefs about
technology. This is strictly a research project, and no sales or solicitation will be

made.

If for some reason you are not able to attend, please call or e-mail me to
let me know as soon as possible.

Thanks again and I look forward to speaking with you more on Sunday.

Sin cerely,
Mark Rinella
Discussion Moderator

116

APPENDIX l

Focus Group Questions

117

APPENDIX I

Focus Group Questions

 

 

Process Questions

Purpose

 

  

opening Would you please tell us your name and
Q u estion something about yourself?

An opener and Ice
breaker

 

Introductory How would you describe your experience
Question using computer technology prior to starting
college at MSU?

   

To help participants to
connect with the topic
to be discussed

 

  
  

Transition Think about your experience with computers
Question this year. How would you describe your
expenence?

To move the
conversation toward
key questions

 

   

  

 

 

 

 
 
  

 

  

Key How are you using computer technology To identify how
Question related to your classes and academic work? students are using
' computers for
academic reasons
Key How important do you think computer skills To identify the
[Question are for ﬁrst year students? importance of the @ic
Key Has anything surprised you about computer To identify new
Question technology this year? experiences
Key What do you like best and what do you like To identify issues of
Question least about computer technology? conﬁdence and
possible concern
related to using
computers
Key Think about your experience with technology To identify what
Question this year. What advice, about technology, computer-related

  

would you give to ﬁrst year college students
starting in the fall of 2002?

experiences are
considered to be
important

 

 
  
  
 

All Th i ngs What knowledge and skills related to
Cons id ered computers are necessary to be successful at
Question Michigan State University?

 

To identify the
technology skills they
perceived they needed
this year

 

gay - What do you think are some of the most
uest- on important aspects related to computers and
ﬁrst year students?

 
 
    

To identify other
aspects not previously
mentioned

 

Summ a

- I would like to give a short summary of our
Quest l on

discussion. I would then like you to tell me if
this is an accurate summary.

 
   

To bring closure and
increase accuracy of
understanding of

information received

 

Have we missed anything?

 

 

 

To be certain the
questioning route is
logical and complete

 

118

 

Appendix J

Summary of Anonymous Questionnaires

119

 

Appendix J

Summary of Anonymous Questionnaires

Note: Some students chose not to answer every question

1. How would you describe your experience using technology before coming to

MSU?
A.

B
C.
D
E

T"

rxerlo

H mm eye 2 a

.'<.><E.< .C

I was not used to using technology: I just did everything by hand

. More for entertainment

I did not use technology that much

. I took a few computer classes back in high school and I enjoyed

them

. I encounter technology as apart of several classes and it felt very

comfortable with Microsoft Word, Excel and PowerPoint as well as
surﬁng the web. I never really had a problem with it.

Basically just taking required computer classes in high school and
using the lntemet at home.

. I did not have as much knowledge about how computers work.

I used it a lot before I came to MSU

Relatively good

I rarely use it

Very high tech. I was very familiar with technology

Technology was a big part of my every day life before coming to
MSU

. I used the computer to type papers. I use the lntemet to ﬁnd

information for reports and sometimes for directions.
Before MSU, I did not know technology. My mom said it was the
Anti-Christ.

. I had to use several programs such as Word and Excel (Senior)

I deﬁnitely didn’t use it as much as I do here.

. N ot very good, the one computer we had was extremely slow and

slow with the lntemet connection.

. Worked on computer a lot of times during the week

l was familiar with all of the things that I use at MSU prior to coming
here.

My experience with technology before MSU was not strong. My
high school had many technological resources but I never took
advantage of them.

I had pretty good experience using technology before coming to
MSU

l have had extremely high experience before coming to MSU

. I have always used computers

In school sometimes, but they didn’t work so good
OK

120

 

Z. My brothers use the computer more than I did. They always were
playing games so I couldn’t use it.

AA. We had computers in all of our classrooms, but some
teachers never used them.

BB. I love computers

CC. The one we had was very old and did not work all the time.
They (parents) bought a new one after I left for college.

DD. I do not like to use computers very much.

EE. OK, maybe pretty good

FF. My parents use the computer to run the business, so we did not
get to use the one at home very much.

GG. Good

HH. I did to type papers for school. That is about it.

II. I did not start using computers until about two years ago

121

2. How would you describe your experience using technology your ﬁrst year of

college?

A.

B
C.
D
E

rzer; o

g

KXEKCH W I 0 $0 2

It is much easier and faster to use technology

. Overwhelming, I even know a little about computer too

I use technology like I eat food, it’s a necessity

. I use a computer to check e-mail every day in order for me to get

informed

. Several of my classes have a website were they post the syllabus

and other course information. Some of them have been useful while
others are less navigator-friendly. Some have been a pain because
at times they aren’t available for several days and the only place to
get information is the lntemet because they don't had out written
copies of the syllabus

Having cable lntemet has been great. It’s so much better than dial

up.

. l Ieamed how to use technology through asking questions and trial

and error.

Amazing

Relatively good

I use my computer about 12 hours a day

I use a computer and lntemet every day several hours every day.
I use technology a lot more in now that I am in college and it has
been helpful to me.

. I use my computer and the lntemet a LOT. Most of my classes

have a site on line to use to post assignments or else just to give
practice tests. I have to e-mail my profs and my friends. I also ﬁnd
out what is going on around MSU by e-mail.

. I am afraid of the technology. It has to be a sin for information to

travel as fast as it does on the lntemet.

. I had to use the computer labs which are sub par (Senior)

I use it a lot. I use my computer every day for e-mail and to type
papers. I’m also in CSE class and it basically all technology.

. G reat, pilot was very easy to access, my connection was great, and

IM was good for chatting with people.

Same as before I came to college, just use it a little more for
classes and downloading music

I like technology- I like being connected to anything via the lntemet-
It helps keep me informed

It was a bit overwhelming how it was easy to Ieam.

I use technology more that I am at MSU

Still the same, did not better myself

.OK

It is harder than what I expected
My computer keeps crashing. I am frustrated with technology

122

Z. I use it all the time. It is great. I love being able to communicate with
my family and friends

AA. The Ethernet is great. At home, it takes forever to surf the
web

BB. Great

CC. I like it.

DD. It is very addictive. I wish I did not have to use it as much as
I do.

EE. Some things are not fair. Why do teachers have to make us

use computers so much?
FF.This is way better than at home. The lntemet is great.

GG. It is not very personable
HH. I would say good, but I still have a lot to Ieam
123

 

3. How would you describe the impact that technology is having on other ﬁrst
year students?

A.

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They are not sure of themselves when they come across with
hands on work

B. As a necessity to do well in my classes
C.
D
E

It’s major

. They use a computer a lot for them to keep in touch with their

fnends

. I believe technology is affecting them in a positive way helping

them organize certain aspects of their lives better.
It is much easier to ﬁnd information and contact other people.

. It gives them better access to lntemet resources, more ways to

communicate with students. It also is hard to keep off the computer
since we can download music, etc.

. Incredible

I use my computer more, but besides that I don’t my knowledge of
technology has improved.
They use computers a lot more

. ?? (no answer)

I thing it has been helpful for all students to communicate with other
students and professors and obtain important information.

. It is helping students connect with each other and their profs as well

as getting them involved with activities.

. They seem to enjoy the alleged convenience of it but as I said

before, I am afraid. I do not partake often.

. I’m not sure (Senior)

I think it’s a huge impact because it makes students actually have
to use computers

. It has made accessing info and communicating with others a lot

easier

Depends on who it is

I think that overall it has a positive effect.

For the most part, I believe that everyone has had a technological
impact.

Technology has impacted us all

Probably helping others especially coming in on student loans for
low income families

124

4. What computer skills and competencies do you perceive as important to
master in order to be successful your ﬁrst year at MSU?

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You should know how to use lntemet and Microsoft Word
Knowing how to operate all applications: Excel, Word, PowerPoint,
and settings on your computer.

None, Leam e-mail

Some type of word processing skills such as Word and to be able
to use an e-mail system and online resources.

I think they should just know how to navigate through programs
such as Word and Netscape. If there are ever problems most of the
time a help option can solve it.

So far, I have only really used my computer to type papers and do
psych experiments. So basically being able to use Microsoft
applications and the lntemet.

. G eneral skills such as typing, how to start and shut down a

computer, how to use the web to ﬁnd information.

. Organization on disks

Microsoft Word, Some knowledge of PowerPoint, pilot e-mail

Using Word and PowerPoint and using the Internet

Able to search the Internet, familiar with Word program, and able to
use e-mail

Being able to connect your computer to the lntemet (Ethernet) with
the proper accessories

. Being able to typed- navigate the lntemet and being able to hook

up the Ethernet

. Checking e-mail and the ability to operate a word processor or

similar program.

. You at least have to know how to use Microsoft Word (Senior)

Word processing skills and constructing web pages

. O ne should know basic workings, installing and uninstalling

software, being able to control which programs are running, how to
locate files on their computer, and of course know how to surf the
web.

. How to use the Internet well

Being a fast and efﬁcient typist and have a general knowledge of
computers, along with a more speciﬁc knowledge of the one you
own

All applications of e-mail, Word, lntemet, spreadsheets, AFS space,
PowerPoint, and magic system

. How to access your AFS space on your computer

Word processing, lntemet knowledge and e-mail

. Know how to setup your computer

Typing papers and e-mail
How to connect to the lntemet. You have to have a special plug.
Business and communication skills

125

AA. Know how to install new programs

BB. Have a fast computer with Microsoft Ofﬁce

CC. Most students already know how to use a computer so it
shouldn’t be anything new.

DD. I had problems connecting to the Ethernet.

EE. Same as you used in high school

FF. E-mail and typing and Instant Messaging your friends

GG. The more you know, the better

HH. Everything

126

 

5. How would you describe your competence or skill level using technology?

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Good

Scale of 1-10 I am a 5 or 6

My skill level increases everyday

I Ieamed how to use PowerPoint, a few word processing programs,
database and visual basic in high school.

I would say it is above average. I can help people solve some
computer problems but there are others I do not understand.

I think I am relatively competent but could still Ieam more. I think I
know enough though to compete in necessary class work.

. H Igher than before I arrived at MSU but still need some more work.

. Very high
Good
Low (on a scale of 1-10 3 5)

Very good, excellent
Average (below average before I came here)

. About average - I can use everything and get done what I need to,
but not anything beyond that.

. My competence level is pretty high (Senior)

. It’s OK, I mean I’m not a genius but I’m pretty good with computers.
This is my ﬁrst time with a computer of my own so I've Ieamed a lot
about how to use a computer.

. P retty good
High
After taking CSE 101, my competence in technology is very strong
Between 1 and 10 I’d say 8

. Very high skill level

127

6. How do you feel about technology?

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. Conﬁdent

. Love it

. I love it

. It’s very useful, and it helps us to keep up with modern technology
. I feel technology can be very useful and aid in Ieaming if used the

correct way.
I like it. It’s nice to have such a fast lntemet connection and have
access to so many resources on the lntemet.

. I feel it is wonderful to have access to the lntemet at high speeds

and I love the e-mail system.

. It is a very amazing world of technology.

I think it is a good thing when not used in excess.

It is useful!

I love it! I always need to newest and fastest items
I have become pretty comfortable using technology

. It’s very helpful and useful, but can also be frustrating when it

doesn’t work the way I want.

. It is the work of the devil. I am not a fan. Technological advances

are ruining the world by making everyone very impatient. No one
wants to wait anymore.

. T echnology is a good advantage. It allows for quick, easy access to

all sorts of information (Senior)
I love it

. I think it is a great convenience for everyone it is great for staying

connected to everyone.

. Good
. I like it

It is a great tool and has many things to offer, however, I think
people try to substitute for other tings that shouldn't be used for
technology (people rely on it too much)

. It’s cool
. I wish I did not have to use it. Seems that it is not possible to live

without it though I choose to know as much as possible.

128

7. How are you using technology related to your classes and academic work?

A.

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I use technology much

B. Uploading homework
C.
D
E

I type papers and look up stuff on the lntemet

. Doing research online and communicate with teachers through e-

mails

. Several courses have had me type assignments. E-mail

assignments, learn Excel, Learn Math lab (?) and check for
information on the web.

Basically just for typing papers, looking up information, and doing
psychology experiments.

. I do not frequently use. I use websites for improvement in some of

my classes, I e-mail professors.

Calculators and computers

I use Word regularly and e-mail constantly.

It is helpful when researching and communicating with professors
E-mail professors, Word to write papers

Many of my professors have websites or use course campus test
scores are sent via e-mail. I use the lntemet to ﬁnd information and
type all of my papers.

. I have one class which posts assignments online and you can post

ideas. For another class, there are practice test online and another
has quizzes online.

Only when l have to but I haven’t any classes that are using
anything other than a book or course pack. In regards to class, only
for reading e-mail from the profs.

. I check my pilot e-mail regularly and use word often (Senior)

By typing papers and constructing web pages that deal with my
classes

I use Blackboard online for my IAH class and I get notes for other
classes online.

Some courses use it to transfer homework

Typing papers, looking up information

I use Word, e-mail, lntemet, magic, AFS, spreadsheets, web site
creation, PowerPoint, AOL and contact professors

Using computers to access e-mail for test grades and printable
handouts on Blackboard

E-mail, word processing, lntemet research, Excel

129

8. What are some other ways that you are using technology?

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Doing internship

New technology is always coming out in the ﬁeld I am majoring in
so I am always Ieaming about new stuff.

Phones and faxes

Use software on the computer to complete certain assignments for
some classes

To search for music, to buy things or ﬁnd information about things,
to talk with people to make projects look nicer, to program micro
controllers, and to play games.

Keep in touch with friends and family: download music and make
CD’s: build a website

. I talk to other people, download music, read e-mail.

Computers, cell phones, etc.

AOL Instant Messenger

Electronic homework, quizzes (CAPA)

Downloading music and talking to friends on lM

To communicate with friends and family and to download music
i use to keep in tough with my old friends. I use it to download
music and make CD’s.

Riding in automobiles and buses, scanning my ID for anything.

. I use America Online, Palm Pilot, cell phone (Senior)

By using cell phones and digital cameras

I use Instant Messenger online for my IAH class and I get notes
from other classes online.

Downloading music, movies, e-mailing

? no answer

Downloading music, AOL

Currently I am working on a web page

Entertainment, transportation, communication, and health related

130

9. If you co

uld tell MSU President Peter McPherson one thing related to

computer technology, what would it be?

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. Provide each room with at least computer
. Providing us with access to computer technology is essential for

our academic success.

. I would say teachers with websites used as a syllabus should still

be required to give a hard copy of the syllabus.

. Probably just that I really like having such a fast lntemet

connection.

. To make more resources for academics available on the lntemet.

Mari easier to find people info, etc.
That technology is an amazing reality to the future.

. Some students need more of a background in using technology.
. All students need to know how to use computers

? (Could not read answer)
I think it was really good idea to require freshmen to have
computers (although I did not really at ﬁrst)

. Nothing to say at this time

Technology is truly the work of the devil and is only here to corrupt
society.

. To update the computer labs because they are always stuck or

frozen (Senior)

. I like the pilot e-mail system at MSU

. N othing

. Computers should be in the lounges

. T he computer requirement is a good idea

. CSE 101 should be a requirement for everyone

. Thanks

Make the teachers speak English. I cannot understand my math
teacher

. Provide us with more outlets for lighting in the rooms

. Students should get free computers

. Nothing, really

. Why don’t teachers respond to e-mail? They should be required to.

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The university should provide more training for students. Some of
us have not used computers that much.

I like the computer technology, but it can be too much
sometimes
Not everyone knows how to use computers very good
There should be free computer help for students

131

10. Are you a ﬁrst year college year college student?
All documented responses were from self-reported ﬁrst year students. Any

questionnaires that indicated the student was not a ﬁrst year college student
were not included in this study.

132

11. What do wish you had more experience with using computer technology?

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PowerPoint
No, I think I am ﬁne

. Excel
. Of course, I have a lot of experience, but everyone should want to

Ieam more

Typing
Finding information on the lntemet

. Editing Programs
. Sound and Video

Everything

Fixing problems with my computer
Creating web pages

I am OK, but I could use more training

. Microsoft programs

I want to Ieam how to create a web page

. E -mail

PowerPoint and Excel

. Typing papers
. Troubleshooting and installing hardware

Downloading music and video
Nothing
How to create a web page for MSU

133

12.What do like best and what do like least about technology?

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I have access to it, but it fails easily
How easy it made it to make independent ﬁlms: Least, still hard for
me

. Best: It’s usually fast, easy, and full of information and Least: It’s

frustrating when something goes wrong

. It is free, but I had to buy a new computer

It takes too much time
Everything

. I like being able to talk with my sister using the computer
. I got a virus and my computer still does not work the same

I love it

I think it is too much some times

I hate when my roommate uses my computer and I cannot use it
I think we should get free computers as part of our tuition

. I like everything about computer technology, well not so much

homework

. It is great
. T he best is efﬁciency and speed and the worst is too many

distractions

134

13. How would you describe your experience using computer technology related
to your classes and academic work?

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. Ilike the speed

. It makes me lazy, but I guess I don’t mind that

. Makes things easier

. We have to be more accountable with e-mail tracking
. I think Blackboard is great

I think it is too much sometimes

. l have to type all my papers. I also have to send it via Blackboard.
. We have to use it all the time

I do not like it
Fine

. Some teachers use it too much

Mandatory

. I like it a lot, but I know some students do not
. No comment
. W e can’t live without it

135

14. How would you describe the way technology has inﬂuenced your grades at

MSU?

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Directly correlated

I have to use a computer to do the work

I don’t have to use it that much except for Word and e-mail
Critical

I don’t know

Hasn’t really inﬂuenced my grades

. It hasn’t, I don’t think

Very little

My grades might be lower if I didn’t have a PC

Hand in hand

You can’t graduate from college without knowing computers
It is a necessity

. Not sure, maybe some

Mandatory, you can’t pass your classes without a computer

136

15.What would you like to tell the faculty and administrators about your
experience with technology? .

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Nothing really

They’re all very beautiful people

There should be a back up plan if technology falls through
Nothing really

I think the classes and grades should be available on line
It is needed

. T hat technology is an important tool in every day life

Pilot is slower and the Telnet schedule thing needs to be updated,
but the Ethernet is nice

Don’t use technology so much

I don’t have anything to say

Some students need more help using technology
All teachers should have to speak English

. It is not fair

I love it

. T here should be computers in more classrooms

It is very efﬁcient

. S ome classes use it too much

137

Appendix K

Summary of Face-to-Face Interviews

138

Appendix K

Summary of Face-to-Face Interviews

Face-to-Face Interviews

This section introduces each of the individuals that participated in face-to-
face interviews. It provides a summary of the responses and selected quotes
related to the primary research questions. In order to maintain conﬁdentiality,
pseudonyms are used for each of the participants. The grade point average,

gender and other information was self-reported and considered to be accurate.

Elizabeth

Elizabeth is an 18-year-old African-American female majoring in
engineering. She did not list her GPA. Elizabeth indicated that in 1989 she
started using computers in elementary school. "We had the orange and amber
screens,” she laughed. She smiled and explained that she won a new computer

in a contest just before school started in August of 2001. Elizabeth stated,

But we did not get a computer in our home until 2000. My uncle
had one though so I would always go over and use his. I went to a
vocational school that was for graphic arts. I did automotive
layouts, business cards, and stuff like that so I was prepared for

technology at MSU.

139

Since arriving at MSU, Elizabeth indicated that her use and knowledge of
the computer had increased, “I check my e-mail several times a day. I check the
engineering web page everyday for my course stuff and l have a Black Planet
web page that I visit everyday.” Elizabeth explained that she also uses her
computer for other reasons as well. “I also check my ﬁnancial aid, deposit money

and do other banking online, too. I also have a cell phone.”

As a ﬁrst year student, she is required to be competent using a computer
to pass at least one of her classes. She stated, “We do not have any books in
one of my classes. All our readings and assignments are on the computer. I have
to use Blackboard for ISS (Integrative Social Science). I check my course web

page everyday for relevant information.”

Elizabeth stated she has had positive experiences communicating with

faculty members via the computer. She also indicated that her instructors,

Sometimes answer a student’s question via e-mail similar to how
they would if the students were in class. All of my professors use e-
mail to answer questions. Sometimes they post the question that

you ask them for everyone else to see with the answer.

When the conversation focused on using technology for communicating

with others, Elizabeth said,

My computer is on 24 hours a day. I talk with my brother or my

friends in the dorm via the computer, because I do not want to go

140

upstairs. I use IM (Instant Messaging) all the time! I use IM more
than e-mail because it is a communication thing. i can be talking to
a friend in Armstrong or anywhere, and I can always get a
comment. I ‘IM’ people right on the ﬂoor all the time because we
are so tired and even though they are right down the hall, it is so

much easier.

When asked about her experience using technology to Ieam, Elizabeth
stated, “Technology is a world of everything new. You can Ieam about anything.

Germany, Brazil, anywhere. It is the super highway to anywhere.”

During the interview, one of the questions related to describing any
negative aspects of technology that Elizabeth may have experienced. This
question seemed to catch her off guard, because she sat back in her chair and
took time to quietly think for over ﬁfteen seconds before she replied, “Technology
is making people lazy. My grandmother used to pick cotton and now you have
technology doing that. Society is becoming more and more lazy because of

technology.” Elizabeth continued,

Assembly lines are replacing people with technology. You don’t
have to milk your own cows now. TV and technology make you
lazy. It relaxes you. It makes you a dummy. My grandmother can
read a book and it amuses her, but I could not sit and read a book
for ﬁve or six hours. She could not watch TV for ﬁve hours. The

new generation is lacking that IQ. My grandmother can tell a story

141

just like that,” she stated as she snapped her ﬁngers.” She
continued, “If you ask someone in class, they have to think about it.
Technology is making you dumber. Technology is making society
dumber and too lazy. You have remote control now. You used to
have to get up to change the channel. I think technology helps you,
but it is also hurting us. My father can work on the line all day and
that is a day’s work; but my brother would faint if he even tried. It
makes you lazy. Everything is handed to you. You don’t have to
work any more. Do we really need technology? I do not think so.
Everything we are doing with technology, we have been doing for
years. It is a good source, but I do not think we should use it every
day. I need that eye to eye contact,” she said with certainty and

passion.

During the interview, Elizabeth was asked if she believed her experience
with technology was similar to that of most other ﬁrst year students. She stated,
“It is not fair that MSU has the same expectations for Black students that have
not had access to computers before coming here. African-Americans do not have
enough computer technology in their background." She remarked that Black
children do not have role models that use computers in the home and she also
expressed frustration and concern that some of her friends do not know how to

type. She explained,

142

There are some kids on the ﬂoor that have just never used a
computer, period. It is the parents’ fault. Some kids don’t push
themselves. Some kids never had a computer class in high school.
Detroit public schools are not inferior, although some people say
so. African-Americans have kids young, and they are being
brought up by their mother, and she doesn’t know about
computers, so how much can she do? Some kids don’t know how

to type, and they would rather just talk.

Elizabeth spoke louder and with some sadness when she described how
she believed African-American students experience technology differently than
many other students. “It is a smaller percentage of students of color that are
interested in computers, because they just don’t know. How can they be
interested in something they don’t know? You can count on your hands how

many African Americans are in your class,” she explained.

Elizabeth sat up straight and stated emphatically, “Students have to know
how to use technology or they can't be successful here." There was passion in

her voice as she spoke continued,

Some students that come to MSU do not know enough about
technology. Some of my friends from Saginaw don’t have any
experience with technology. That is why you don’t see as many

African Americans graduating, because they don’t have the strong

143

family background. It is not your fault that you don’t know how to

use technology. Your teacher never taught you.

Dan

Dan is an 18-year-old Caucasian male. He did not indicate his GPA or his
intended major ﬁeld of study. Dan disclosed that he did not have many positive
experiences with computers before coming to MSU. He stated, “The computers
in elementary school were really old and crappy. There was one in every
classroom, but it was never on.” He went on to explain, “My family has never
been big on computers. They may call me and leave a voice mail.”

Coming to MSU and being required to use technology has been a culture
shock to Dan. “Every one of my classes sends test scores via e-mail so you are
forced to use e-mail to get your test scores. If you ask them for the results in
class, they just laugh at you and tell you to check your e-mail.” There was tension

in Dan’s voice as he spoke.

Dan expressed that he felt he was having a different experience with

technology than most of the other male residents living in his residence hall.

When my friends want to play video games and I don't want to do
that, I want to go out and do something or go jogging, they just
want to play video games and I don’t have time for that. I want to

go out and do something.

144

There was a feeling of frustration and disappointment as Dan reﬂected on
his experience competing with technology for time with his friends. “It seems like
I am different than almost everyone else,” he said. When he was asked to
describe his feelings about technology, he paused before he commented,
“Technology is taking over society. It almost seems like it is too much

sometimes.”

All of the participants were asked if there was something that they would
like to share with MSU President Peter McPherson concerning technology. Dan’s
response directly related to his experience with technology, “It upsets me some
because not everyone has the money to buy a computer. I think it is necessary,

but I don’t think professors care if you know how to use it.”

Although most of Dan’s answers reﬂected negative experiences with
technology, he did have some positive things to share about using computers at
MSU. “I have e-mailed some professors with a question that I would have been
too embarrassed to ask them. Even in a class of 400, they get back to you
quickly with an answer,” he commented. He then described another connection
with a faculty member that would not have happened without the use of e-mail.
Dan smiled as he spoke about exchanging several positive e-mails with one of
his instructors. He expressed that a line of communication was opened with that

particular faculty member through e-mail, and he was going to continue to use it.

Cathy

145

Cathy is an 18-year-old Caucasian female. When she entered the
interview room, she immediately extended her hand and introduced herself.
Cathy seemed very comfortable and in a happy mood. She smiled and talked for
several minutes about her busy day before we started the interview. She leaned
back in the chair as she described her experience with technology before she
came to MSU. She chuckled and said, “I’ve always used technology,” and then
elaborated about how as long as she could remember; there was a computer in

her home while she was growing up.

As the questions became more speciﬁc, Cathy provided more detail about
her experience using technology. “Before I came to MSU, I had e-mail, but I did
not check it often, maybe once a month. i now have a thing called IM which I use
everyday.” She continued, “I never had electronic homework before I came to
MSU. In high school we had computers in the lab, but I only used it ﬁve or six
times a year. In high school we were required to have a computer class, but that
just taught us how to type and use Microsoft Word for typing up a letter. We also
Ieamed how to use Excel and PowerPoint, but just the basics. We had a
computer at home, but my brother used it all the time so I hardly got to use it. I
used to consider myself computer illiterate, but my brother was a geek. This

semester I have improved a lot.”

Cathy shared that one of her experiences with technology involved using

the lntemet.

146

They did not teach us in high school how to use the lntemet. I had
to learn about it after I came to MSU. When I used to look up
information that would take me an hour, now it only takes me a half
hour. My ﬁrst homework assignment fall semester took me about

four hours and I had to call someone to look up something for me.

Cathy explained that during her ﬁrst semester as a college student, she

has had mostly positive experiences using technology.

I start my day using technology. I have an electronic alarm clock that
sings me awake. That's a form of computer technology. The next
form of technology that I use is that I turn on my computer to check
my e-mail. Then I usually ride a bus to class, and buses would be
form of computer technology because they did not have those in the

Stone Age.

When Cathy was asked directly about her experience with computer
technology since she came to Michigan State University, she chuckled again and

explained,

It’s a kind of a love-hate relationship. I usually check my e-mail

about ﬁve or six times a day. I am always sending and receiving e-
mail messages. Overnight I had eight messages and that was just
for a few hours. At a minimum I get about twenty messages a day,

but up to thirty is not uncommon.

147

She described how technology is an integral part of her academic

expenence.

Last semester I mainly used it for writing papers. My classes did not
really require us to use it much for research. Now I use some form
of technology in the majority of my classes whether it is electronic

homework, taking notes, or e-mailing.

Cathy stated that the classes she was taking required students to

effectively use technology or it was not possible to pass the class.

This semester I have an ISP (Interdisciplinary Studies Program)
class which is CAPA (Computer Assisted Personalized Approach)
and it is hard. I go to the CAPA program at least three or four times
a week for several hours each time. I also use Blackboard and the
teacher puts class notes online. I also get at least ﬁve e-mails a
week from her just about the class. She uses the computer a lot.
The only time we use paper is for tests. All the papers and quizzes

are electronic.

Cathy had a big smile on her face when she added, “Because I knew how
to use Excel, I did not have to read the thirty-ﬁve page handout the teacher gave

us that explained how to use it.”

She boasted that she had a lot of experience using technology for

academic and personal reasons. Cathy explained that she does not have to go to

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the bank as often because she does most of her banking electronically.
“Technology makes the world smaller.” She also explained the ways she uses

her computer to communicate with others.

Technology keeps me connected to my family. I talk to my siblings
on the computer because it is free. Otherwise, I would not
communicate with them much. I also keep in touch with a friend who
went to Iowa, and I know I would not be able to keep in touch as
much without computer technology. I am also on the sunshine
committee on my ﬂoor, so I make birthday signs and cards for
people on the ﬂoor and I send electronic Valentine and birthday

cards to others.

Cathy felt strongly that she believed'ﬁrst year students had to be
comfortable using technology if they were going to be successful at MSU. “You
have to know how to use computers or you are not going to make it,” she said.
When she was asked to describe her experience using new technology for class
related purposes, her response was, “I am not sure if they (faculty) care. They
are not really teaching you how to use it (technology), but they expect you to
ﬁgure it out. I think they expect you to get together with other students to ﬁgure it

out.

Cathy’s verbal and nonverbal communication indicated that she was
having a very positive experience using technology as a ﬁrst year college

student.

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Sandy

Sandy is a 19-year-old female that described herself as bi-racial. She
indicated that her GPA is a 3.1 and her major is pre-medicine. Sandy indicated
that prior to coming to MSU, she had some experience using computers in high
school, but it was limited to researching and occasionally typing a paper for an
academic class. “I had a computer class in my senior year in high school. In
middle school I used it (the computer) for math. In high school we used it to surf

the web.”

Sandy spoke in a soft voice and provided short answers to many of the
questions. There was no excitement or energy in her voice as she spoke about
using technology. She expressed that her experience at Michigan State using
technology had not been very positive. Sandy expressed frustration over having
to use computers as much as she does. “Sometimes it is difﬁcult to ﬁnd things

and I just waste time. There are too many distractions." She went on to explain,

One of the worse things is that it distracts you. I should be working,
but instead I am Instant Messaging. Another negative thing is when
it (the computer) doesn’t work. It takes a lot of time to make it right,
and sometimes I make it worse. I did not think I would have so many

problems with my computer.

Sandy described other personal experiences using technology as not

positive. During the conversation she disclosed that she felt she does not have

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many friends and that she believed that technology was not helping her connect

with others.

Sometimes it makes you feel kind of isolated which is not a good
thing. Some people just become stuck on the computer. They seem
like they don’t want to talk with you. They just e-mail you, and it

lacks personal contact.

She also expressed negative feelings about interacting with strangers on

the computer and stated,

I don't like chat rooms sometimes because there is some weird
stuff sometimes. Guys ask weird questions, and they want to meet
me. Sometimes you get unwanted messages, and they won’t go
away. Sometimes I get a crazy message from people out of state
that ask to meet me. Sometimes I get pornography, both males
and females. One time I was online with a lady who said she was
43, and she lived on a farm, and she wanted to get together with
me. Another time someone said, ‘I hate you’ and some other things
that were not very nice. I almost reported them, but I hit the wrong

button and then just disconnected.

Sandy emphasized the importance of students checking their campus e-

mail everyday. She indicated that she often receives academic information via

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her student e-mail account. Sandy also re-enforced the importance of having

virus-scanning software on a computer by saying,

I don’t know if I have ever been infected. I got a message from someone
and I did not know who they were, and when I opened it, my computer

started acting funny so I guess it could have been a virus.

When Sandy described her experience using technology related to her classes,
she said, “All the professors send their exam scores and many of them e-mail
you. All of them give us their e-mail addresses and so do the TA’s (teaching

assistants). They all want papers typed on a computer.”

Sandy provided several examples of how she uses technology in her

classes. She said,

One of my classes has a CD-ROM to Ieam Spanish. I don’t use it
often, but it is interesting. I also signed up on a Spanish web site to
help me do better. My other classes use e-mail to send test scores
and other information. I use the computer to ﬁnd information.
Sometimes I go looking for information, but I can’t always ﬁnd what

I am looking for.

When Sandy was asked what has surprised her most related to
technology, she again expressed frustration, “Sometimes it is difﬁcult to ﬁnd
things. I also did not think I would keep having problems with my computer.”

When asked about using the computer for non-academic purposes, she

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mentioned “watching video on CNN.com or some other sites like weather.com.”

She then added, “I also use it to go in chat rooms.”
Elliot

Elliot is an 18-year—old Caucasian male. He reported having a 3.7 GPA
and that his major was Criminal Justice. He was well dressed and groomed. “As
long as I can remember, I always used computers, probably since ﬁfth or sixth

grade,” he shared with pride.

During the interview, Elliot offered positive and negative feelings about his
experience concerning technology as a ﬁrst year college student. “The best thing
about technology is that it helped me become more intelligent. l have been able
to Ieam about things that I would not have been able to Ieam about. It helped me
utilize my intelligence more. It helped me compete better with other people.” He
chuckled when he spoke about communicating with his mother via e-mail. “She
just told me that she is bringing my coat the next time she comes to visit. I also

share photos with her and others.”

Elliot also shared that he has some serious concerns about some possible
negative outcomes of computer technology. “Biotechnology has been on my
mind lately, especially since September 11th. It is scary,” he said with some
unease. “T he whole genetically altered area of science is coming very fast and it
is scary. The wind could carry genes to other crops and inﬂuence the crops. You

can’t put up gates to stop all the wind.” Elliot also expressed concern about

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economic problems that have resulted from computer technology. He revealed
that as a young adult, he is concerned about the economy and the inﬂuence that

technology is having on the stability of the economy and his future.

When Elliot was asked what surprised him about technology, he replied,
“One little thing can make the whole thing fall apart. There is a virus called ‘my
party’ that caused all types of problems and the virus checker did not catch it. I
lost all my data.” He went on to describe an incident that involved a hacker
causing millions of dollars worth of damage to a company and how he is

concerned that could happen on a larger scale for the whole economy.

As Elliot further described his experience using technology at MSU, he

said,

I use it for Blackboard, for the message board, getting my grades,
and sharing information. I like it because there is a communication
tab and our grades can go up if we use it more. We get to share
ideas and thoughts with each other. I like that the grades are online
so we can always check it. There are six or seven TA’s (teaching
assistants), and we have to turn in our papers by section, and then
we get our grades by section. The teacher can check to see if we
went on Blackboard or not. The professors are pretty good about
sending e-mail reminders and messages. There are also math help

sites with information about the class. It allows us to keep in touch

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with other students. Teachers are pretty good about responding.

They don’t let a message sit for a week without a reply.

When asked what technology related skills he thought ﬁrst year students
needed in order to survive at MSU, Elliot mentioned that students need “basic
word processing and must know how to use e-mail for communication. They also

need to know how to surf the lntemet to ﬁnd information.”

Charles

Charles is an 18-year—old Caucasian male who did not provide his GPA.
His experience with technology prior to coming to MSU was limited. He

explained,

I tried to use it, but not very much. The computer I had at home
was not very good. I did not use it very often. They (his parents)
bought a new computer for my sister after I left. In high school we
had computer labs in our school library and we could search during
class. I got down there enough, probably about two or three times

a semester.
When asked to describe his feelings about technology. Charles said,

It Is pretty good for society, but I think there is a lot of vanity with it.
People hop on their cell phones as soon as they get out of class. I

don’t understand what they need to talk about right away. Overall

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though, I like it. I like being able to communicate with others online

although if they are in the building, I would ratherjust go and talk

with them.

During the interview, Charles did not express many positive thoughts

about technology. He stated,

I have learned that technology is not always a good thing. It helps
the human position and technology helps us to be able to gain
knowledge, but I have a genetics class and we are Ieaming how

this is not always a good thing.

He indicated that he feels technology has had a negative impact on the
way he communicates with others. “It also makes things impersonal,” he
explained. “When you e-mail or talk online, you lose the personal aspect. There
are friends that I don’t get to see much any more, and the ﬁrst thing I want to do

when I see them is hug them.” He went on to say, “I need that personal contact."

Charles suggested that ﬁrst year students need to Ieam how to send e-
mail messages and electronic ﬁles early in fall semester. He also said that AOP

(Academic Orientation Program) should include some technology training.

Some students do not even know how to use e-mail. AOP shows
you how to use MAGIC (a MSU library reference tool), but you
don’t need to know how to use MAGIC your ﬁrst week here.

Students need to know how to use e-mail if they want to pass

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some classes. They also need to know how to install programs for

themselves.

When asked if there was anything he would like to say to the president of
the university related to technology, he expressed having positive experiences
using the Ethernet connection in his residence hall room. “I have friends at other
schools and they don’t have access to Ethernet in their rooms. My dad doesn’t
have it at work either,” he explained. Charles also indicated the president should
make sure that students buy their own computer, and that they know how to set it

up when they arrive on campus.

When I asked Charles what was the best thing for him related to
technology, there was a long silence. For over thirty seconds, Charles sat and
looked down at the ﬂoor. He appeared to be thinking of an answer. When he
ﬁnally spoke, he stated that the best thing that technology has done for him was
that it allowed him to go on a cruise last summer. “The technology allowed the
boat to go through the water and get us to where we wanted to go. We also used

technology to record the trip on video," he added.
James

James is an 18-year-old Native-American male. He reported his GPA as
3.0 and his major as Journalism. During the interview, James smiled, seemed
relaxed, and leaned back in the chair often. He mentioned that he was

“somewhat of an expert using technology” and was pleased to be interviewed on

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the topic. His answers during the interview were long and somewhat complex.

This interview was the longest by more than ten minutes.

James reported that he has been using computers for several years and

considers himself to be computer sawy. He indicated that,

Middle school is when I started to learn. My family got me a
computer when l was in 8th grade. By my senior year in high
school I had to take a computer course, but it was mainly a
refresher course. We had computers in most of the classrooms

and we used them for checking textbooks in and out as well.

When James arrived at MSU, he brought a computer that he had recently
purchased. He was conﬁdent that he was better prepared to use technology than
most of his ﬂoor mates. “I would help the other guys out and I even helped some
of my professors," he expressed with pride. James seemed energized when
speaking about his experience with technology. He spoke rapidly and smiled as
he spoke, “First thing I do everyday is to check my e-mail. I also check out online

newspapers. I like to stay informed. It is convenient and cuts down on paper.”

James stated that he uses his computer for leisure activities by searching
the Internet for possible career information and for music ﬁles to download. He
also uses a personal data assistant (PDA) to keep track of his schedule, phone
book, and other information. James was the only interviewee that commented

that computer technology includes his radio, CD player, and television set. He

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also added that he considers his telephones to be a form of computer

technology.

One of the topics on which James elaborated was how students are
connecting, communicating, and interacting with others. During the interview, he
spoke a great deal about Instant Messaging. He explained how he uses it for
social and business interactions. He mentioned that one of the student
government committees he is involved with also has meetings online using
Instant Messenger. In this way, students do not have to travel across campus in

order to communicate and make decisions.

James shared an alternative approach to social activity that would not be
possible were it not for computer technology. He explained, “I do think some
people may be isolated at times; but if I don’t have the energy to go out, I still can
go out virtually. Certainly it is not the same as sitting across the table from
someone, but it is still fun." He went on to explain that he might spend several

hours hanging out with his friends online.

His statements about social activity lead to another phenomenon that
barely existed a few years ago and has since surged in popularity, playing
computer games over the Internet. Data continues to mount indicating that
playing computer games has become the favorite activity of many college age
students. Although these games tend to be more popular with males, research
indicates that females are also using computer games as a popular source of

entertainment. James conﬁrmed this phenomenon,

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A lot of guys on the ﬂoor play games over the network. Sometimes
you have twenty people on the same ﬂoor playing the same game in
different rooms over the lntemet. Some of the girls in the hall also

play sometimes.

When James was asked what type of computer technology experience he
thought was necessary for incoming ﬁrst year students, he paused and reﬂected
before he responded, "T he computer requirement is not really fair to everyone.
College is already very expensive! If students have to go and buy one (a
computer) and they have not had previous experience using it, they are at an

even greater disadvantage."

During our conversation, James shared that he was surprised how
“intense" the technology environment is at MSU. He stated that he understood
why some students have problems using technology. “Most professors assume
that you know how to use the technology. If not, professors just expect you

should be able to ﬁgure it out,” he elaborated.

Overall, James expressed positive feelings about using technology as a
ﬁrst year college student. When asked if he had anything say to the president of
the university about technology, he replied, “Technology is wonderful. It has
made the campus smaller. It has been a great way to communicate. It saves

people a great deal of time and work trying to get an answer.”

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Monica

Monica is an 18-year-old female from China. During the interview, she
spoke very softly and her answers were very short. Throughout the interview she
sat towards the front of her chair with her hands folded in front of her. She often
looked down during the interview and had the least amount of eye contact with

the interviewer compared to other participants.

Monica’s experience with technology prior to coming to MSU was quite
limited. During the interview, she spoke with a heavy accent and stated, “I have
been in the USA for about seven years. I did not have computer skills when I was
in China. In China, there were no computers in my school.” Monica mentioned
that she been able to use a computer in school since arriving in the United
States. However, improving her ability to communicate in English was her

primary focus.

During our conversation, Monica indicated that her experience at MSU
using technology has been both positive and negative. She emphasized that she
had to Ieam a lot about computers since she arrived on campus a few months
prior to the interview. She explained, “I would like training about how to use the
library. I go there about twice a week, but I am not familiar with MAGIC. MSU
should offer computer training online." She also mentioned that one of the things
she likes best about technology is that it is helping her to Ieam English and
French. Monica described an interactive CD-ROM that she likes because it

pronounces the words for her. She is also able to communicate with her friends

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in China via the computer. “I check my e-mail at least ten times a day,” she said

with enthusiasm.

Monica indicated that most of her classes involve the use of computer

technology. She stated,

For some of my lectures, some of my professors use PowerPoint.
When teachers use PowerPoint and they give handouts so we can
take notes, it helps a lot. Some of my professors use e-mail, but
not all of them. For ATL (American Thought and Language) class I
use Microsoft Word because I usually send a paper copy. A few of

my classes have Web pages, also.

Monica was asked how she perceived other international students

experiencing computer technology. Her answer was poignant,

They are international students. Some of them do not speak
English very well. Some of the other countries do not provide
computer classes. 'In China, there were no computers in my
school. High schools are completely different in other countries.
lntemational students need extra help when English is not their
native language. They do not have the same exposure to

technology as US citizens.

Monica indicated that in order for students to succeed at Michigan State

University, they must be able to use a computer. She shared that e-mail is

162

difﬁcult for some of her friends. She stated, “Some students do not know how to
delete messages or have problems using software.” She also felt that
international students may not have had an opportunity to use computer
technology earlier in life. She acknowledged that some international students are
going to be disadvantaged as ﬁrst year college students because of their lack of
previous experience using technology. When asked to summarize her feelings
about technology, Monica provided a very positive review and said, “It is easy to

communicate and it saves time. I like it. I actually love it.”
Cindy

Cindy is an 18-year-old Caucasian female. She reported a GPA of 3.2 and
that her major was pre-medicine. When describing her experience using
technology Cindy said, “I am a computer addict.” She had a computer in her
home since she was a child and she attended a private high school before
coming to MSU. Cindy stated that computers were in all high school classrooms
and that she was familiar with how to use them. “We had to have two semesters
of computer classes. We Ieamed the programs in Microsoft Ofﬁce and how to
use the web. I know how to use Access, PowerPoint, Publisher, Word, and
Excel,” she added with pride. Cindy mentioned that she purchased a new,

computer just before she came to MSU in the fall of 2001.

Cindy described having multiple e-mail addresses in order to keep her
personal e-mail separate from her academic related e-mail. She told me she had

not yet been to faculty members’ ofﬁce hours to speak with them. Instead, she

163

 

indicated that she uses e-mail to communicate with faculty and to ask any

questions that she may have.

In reviewing her transcribed taped responses, at least one of her
responses could be interpreted in more than one way. An example is her
statement that, “I use the computer everyday, but I think that can be a bad thing
sometimes, because you lose some of the personal contact.” She also stated, “I
don’t like e-mail because it is not a conversation and it is not very personal, but I
do e-mail my mom everyday.” Cindy communicated a limited perception of the
term “technology." When asked what other types of technology she used, she
replied, “I don’t really use any other type of technology other than an alarm

clock."

Later in the interview, when asked if she had any negative experience

using technology, she quickly added,

I can’t stand cell phones. Some people answer the phones in class
and talk on the phone in class. One of my professors told everyone
to turn off their cell phones, because they kept ringing. i only use

cell phones for an emergency or quick interaction.

Several times during the interview, Cindy mentioned, “I use Instant

Messenger a lot, a lot more than the phone.” She also shared,

It is very addictive! It is always on. I am a social person, and

technology allows me to keep in touch with others. You know, I

164

 

 

would not call them ﬁve minutes before I leave for class, but I will
IM them right before I leave for class. Sometimes I will call
someone like my mom or someone to talk with them, but I usually

prefer IM.

When asked whom she is usually talking with via the computer, Cindy stated that
some people are local and others are farther away, “I talk online to other girls

down the hall or friends elsewhere in the state.”

In response to the question regarding her experience using technology as
a first year student, Cindy replied, ‘This semester I have not had to type many
papers, but chemistry is all online. CAPA is all online. I have to submit all
answers online. I use e-mail with my professors.” Cindy also she said with a

sense of frustration,

I have one professor that sends us an assignment every day. We
have to read the New York Times online, and we have
assignments we have to do. The New York Times assignment has
questions on the test. I get the New York Times paper copy sent to
me, but the problem is that if we do not read it online and keep up
with the assignments, it makes it almost impossible to ﬁnd the
article that he is referring to on the test. You have to use the

computer. You don’t really have a choice.

165

 

 

Cindy also communicated that she uses technology for recreational and
non-academic purposes. She explained, “I play games on the computer a lot--
Madden 2002, Tetris, and other games. i also surf the web a lot. I know a lot

about computers.”

When she was asked what it takes to have positive experiences with

technology as a ﬁrst year student, Cindy replied,

I think in general, students my age know how to use computers.
There is a difference though between those that have more
technical expertise and those that just use it for papers and e-mails.
Students need to know the basics, especially because professors

require so much.
When asked to elaborate about this point, she continued,

I suppose there a lot of people that don’t know what they need to
know related to technology. It depends of what you were taught in
high school. I think students should buy the computer before they
come to MSU so they are not getting used to a new computer as
soon as they get up here. I would suggest that students buy
Microsoft Ofﬁce so students know how to use the programs. I also
think there should be a computer class requirement so that

students can Ieam more.

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Cindy expressed dismay that some students who live on her ﬂoor
purposely not use e-mail. She stressed that reading and responding to e-mail on

a daily basis should be expected of students. She explained,

There is a girl down the hall who does not check her e-mail for ﬁve
days, and then she is surprised when she has a test coming up! All
the Profs send e-mails reminding you about tests and what to
study. I think most of the students check their e-mails a couple
times a day. One of the differences is that our freshmen class was
expected to bring our own computer and so there is more of an

expectation that we will be using it every day.

At the time of the interview, March of 2002, Cindy reported that she had
been to the MSU library only one time. She explained, “I have not been to the
library yet, well I went there once to meet someone there, but that was the only

reason I went there.”

Karen

Karen is an 18-year-old Caucasian female that did not indicate her major,
but did mention that she had a 4.0 GPA. In the beginning of the interview Karen
stated, “My mom ran a computer related business so computers have always
been a part of my life, probably since I was like ﬁve years old.” She reported that

computers have continued to be a large part of her life.

167

Karen mentioned that she probably spends several hours a day working
with her computer. She indicated that she spends some of her time “accessing
class notes online, checking out web sites, and talking with people online.” When
asked about communicating with her faculty online, Karen said, “I use e-mail to
ask professors questions, because it is easier than having to go to their ofﬁce

hours. The professors l have e-mailed have replied back right away."

Karen stated that she uses computer technology as a primary way of
communication. She mentioned using e-mail, chat rooms, and Instant Messaging

to communicate with others. She added,

As far as lM’ing, I like and dislike IM at the same time. I like talking
with people who I would not normally be able to see. I talk with my
little sister on it. I don’t like it, because it distracts me from other
things. When I want to talk to someone I want it to be because we
have something to say. I don’t like small talk. I have a few good
friends in Colorado so I talk with them through it. I primarily use IM

to talk with people who do not go to State.

Karen also mentioned a wave of technology that faculty and students
continue to grapple with- cellular telephones. She was a bit emotional as she
proclaimed, “I hate cell phones. They go off in class just about every day. It is

annoying,” Karen said with disgust,

168

I do not think cell phones are necessary. They are dumb. I am the
only person I know that does not have a cell phone. I would like
one for emergency purposes, but I do not like when others have

one and it goes off while I am talking with them.

When asked what type of experiences new students need to be
successful with technology at MSU, Karen replied, “Students have to know what
they are doing. None of the classes here at State offered training. If they are
going to require you to do something, they should provide training for how to do

it, but they don’t.”

Tom

Tom is a 19-year-old Caucasian male who reported his major as turf grass
management and that he had a 3.0 GPA. “I’ve had a computer in my home since
I was six or seven years old," he stated. He added that he used the computer a
lot because he didn’t have a job, and he did not like to play sports. According to
Tom, his experience at MSU involving technology has been positive. He uses his
computer to check his e-mail and the weather ﬁrst thing in the morning. He
admitted that he often does not reply to messages, “I am terrible at e-mailing
people, but I check it at least twice a day, but as far as me sending something
back, maybe a couple times a week.” When asked about e-mail requests from
faculty and other academic related e-mails, Tom said he often replies to these

requests, but not always. “Depending on what they want, if there is some stuff

169

like a page that we have to fill out and then we send it back to them, I will do

that,” he explained.

When asked if any of his classes used Blackboard, Tom said,

I have used Blackboard, but it was extremely confusing to me. All
of the homework we did for a class last semester we had to upload
to a web site the professor set up. I think it was the professor’s
fault because he was nervous using it, and it was just a mess. That

is the only professor that used it.

Tom shared that the academic program he is in requires him to be

competent using computer technology. He stated,

In class, it is not even an option. They force us to use PowerPoint
and Excel. We have to use Excel a lot to formulate budgets and
graph profits and losses and stuff like that. We also have to give
presentations and write up papers and stuff like that. This year we
did three PowerPoint presentations, but next year they are

counﬂess.

Tom expressed some dissonance between his ﬁeld of study, which
involves work outdoors, and his enthusiasm for computer technology. He stated

with a smile,

170

 

Everything I do involves technology. It just sucks you in. I like it, but
sometimes I wish I didn’t like it so much. I would rather be outdoors
hiking or mountain biking or something like that, but not working on

the computer. I don’t mind it though.

When asked what is important for ﬁrst year students to know related to
technology, Torn did not hesitate, "Technology can make you look a lot better
than you really are. I can create charts and graphs. It can simplify a lot of stuff.

You can cutout a lot of work and time by using technology.”

When the topic shifted to using technology as a means to communicate

with others, Tom's posture stiffened, he sat up in the chair and replied,

lM’ing, I cannot stand that! Sometimes there are people in the
same building or on the same ﬂoor and they just want to keep
talking via the computer if you let them. I use it as little as possible!
I would ratherjust go and talk with them. I just use it to
communicate with my parents back home and people that are long
distance, because it is cheaper. I communicate with my whole
family using technology, my cousins, uncles, and family. As
opposed to (using IM for) people that are in the same city, I would

rather just go meet them somewhere and talk with them.

Although Tom has his own computer in his residence hall room, he

indicated that he was not always able to use it. He stated,

171

Everyone should have their own computer. I had a roommate who
did not have a computer, and it was really frustrating because he
was always using my computer. That made me mad. I wanted to
use my computer and I couldn’t. MSU should have a deal with Dell

or Gateway to help students be able to afford their own computer.

Carol and Lydia

Both of these students were interested in participating in an interview and
asked if they could interview together. They stated the reason they wanted a joint
interview was that they were leaving for a four-day weekend the next day and
wanted to get the interview completed before that time. They reasoned that they
were good friends and felt comfortable discussing their individual experience

using technology in the presence of each other.

Carol

Carol is a 19-year-old African-American female who reported being a

nursing major with a 2.5 GPA. Carol explained her experience using technology,

I did not actually have any computer classes before I came to MSU

so I had to Ieam everything once I got here. I am not a computer

172

genius. We had labs in high school, and we also had a computer in

. the rooms, but we did not really use them.

Carol indicated that since high school, she has had to use technology a
lot. “I check my e-mail about twice a day. I do not usually write people back
though unless it is really important,” she explained. Some of her classes used
Blackboard, which she said she had to use several times a week. She also

mentioned that all of her math study guides were on the math web page.

Lydia

Lydia is a 19-year—old Caucasian female. She listed her GPA as 3.1 and
her major as marketing. Lydia completed several computer classes in high

school before she started at MSU. She stated,

I took a bunch of computer classes before I got here, so I knew a
lot! Except when I got here, I had to call a guy at my dad’s ofﬁce to

help me set it up when I got here.

She smiled as she talked about using her computer, “Actually, I check my

e-mail a lot because of my test feedback. I also do my job applications via e-mail

173

 

and so I check it pretty often, because I get a lot of messages.” When asked
about using e-mail related to her classes, Lydia said, “We mostly have TA's

(teaching assistants) so they understand how important it Is to e-mail us back.”

The interview with Carol and Lydia provided the best example of how
pervasive computer technology has become in the day-to-day experiences of
college freshmen. They explained their fondness of and popularity with Instant
Messaging because it is “so much quicker than calling.” Lydia explained, “We
use IM all day, every day. We IM people all over- friends, family, people in other
dorms, everywhere!” “I’ve lM’ed my roommate,” giggled Carol. Lydia laughed,
“So have I! Like if they are on the phone or studying, you can just IM them and

you don't disturb them.”

When discussing the topic of advice for next year’s freshmen class, Carol
and Lydia had conﬂicting perspectives about using technology to communicate
with faculty members. Lydia stated, "Technology is a good way to communicate
with your professor and introduce yourself in a class of three hundred students.

Carol replied,

I think it is a negative that some professors are less personal
because of the computer. It is tough luck if you are not able to get
some of the information. It may help to be able to e-mail them, but
you may also have less personal contact, because it does not force

you to go and meet them.

174

When discussing the library on campus, Carol said, “I went a lot last
semester, but to study, not to ﬁnd stuff. Except when some of my professors
gave us library assignments, then we had to ﬁnd some things at the library."
Lydia added, “T he library is so big and confusing and sometimes the book is not
there. I have to follow little red lines to ﬁnd where I am going and I still get lost.

There are too many distractions there.”

Both students felt that ﬁrst year students need to be able to use Microsoft
Word and the lntemet. They also felt that future ﬁrst year students will need to
have additional computer skills to be successful in college. The interviewees
agreed with each other that technology has changed the experience of the
college student. Lydia shared part of a conversation that she recently had with
her father about the changes occurring in college life, “Yeah, my dad said when
he was in college; he had to wait in line for everything. Now, everything is on the
computer. You can ﬁnd scholarships, schedule your classes, and check your
grades, everything.”

The data collected from the interviews helped identify, develop, and reﬁne

the themes and questions for the focus group conversations.

175

Appendix L

Letter to Participants to Review Transcribed Interviews

176

Appendix L
Letter to Participants to Review Transcribed Interviews

Hello,

Thank you again for the time you recently spent with me discussing your
experience using technology. As a ﬁrst year student, the perspective you
provided is valuable and appreciated.

Please review the notes from our conversation that l transcribed from the
audiocassette tape. I may only use a small percentage of the direct comments
collected and they will all be anonymous.

l have already inserted pseudonyms in my research notes to maintain
conﬁdentiality.

If you have additional thoughts about your experience using technology after you
review these notes and would like to send them to me, feel free to do so within
48 hours of receiving this letter. I will incorporate any modiﬁed or additional
responses into my research notes.

Sincerely,

 

Mark Rinella
Doctoral Candidate
College of Education

177

Appendix M

Summary of Focus Group Discussions

178

 

Appendix M
Summary of Focus Group Discussions

Focus Group #1

The ﬁrst focus group consisted of four females and two males. Three of
the females reported they were either African-American or bi-racial. One of the
females and both males indicated they were Caucasian. Participant responses
are summarized for each of the research questions of this study. Direct

quotations are used to support these summaries.

In discussing their experience using technology, the students ﬁrst
described their use of technology prior to starting college. The participants in this
group expressed a great deal of conﬁdence and reported positive experiences
using computers. “We grew up with technology,” one participant said, while the
others nodded in agreement. All six participants stated they had their own
computer in their home before coming to MSU. All participants also indicated
there were computers in their high school for them to use as well. All of the
participants reported experiences using a computer lab and some had used
computers in the classroom. In high school, each of the participants was required

to take classes to Ieam how to use computers.

Participants in the ﬁrst focus group were in agreement when one student
stated that all ﬁrst year students knew “how to use e-mail and the basic functions
of a computer.” These basic functions were later identiﬁed as word processing

and accessing the Internet.

179

 

When the participants were asked speciﬁc questions about their individual
experience with technology since coming to MSU, their answers differed from the
collective answer that was communicated at the beginning of the session. There
were comments such as, “I am pretty good with computers, but I don’t think you
can make a general statement that everyone is good with computers, because I
know some people that are not.” Another student commented, “When I have E
problems with my computer, sometimes I end up causing more problems than it

had before.” A different student laughed and added, “If you are patient with it

 

though, sometimes it can be fun. Like when you can mess with someone else’s

computer and not your own in case something goes wrong.”

Although all the participants said they were familiar with and comfortable
using technology, they also indicated that each of them had needed to Ieam
additional information and/or skills related to technology during their ﬁrst year of
college. “I had to set up my own computer so I had to Ieam a lot,” stated one
participant. Other individuals made similar comments including the student who
stated, “I went on the lntemet and Ieamed how to get rid of programs on the
computer and how to install and uninstall programs." One participant shared, “I
had a virus so I had to Ieam a lot!” A few students nodded their heads as if to
indicate they understood from personal experience. One of the female
participants said, “On the ﬂoor, sometimes someone will just scream down the
hall, ‘Does anyone know how to ﬁx my computer?’ and then you Ieam from

them."

180

When asked if there were things associated with technology they did not
like, there were several different comments. One of the males said, “I think it is
pretty bad that computers have become such a big part of our lives. I think it is
pathetic that technology has become such a big of a part of my life!” Another
participant stated, “I think IM is stupid. If people can’t talk face to face, that is
ridiculous.” This prompted a different student to add, “People in my hall have
been using IM to freeze each other’s computer. They keep sending these huge
ﬁles and it clogs the system.” After reﬂecting and listening to others, a different
student spoke, “I heard a kid talking about spending a few hours a day updating
his proﬁle for all the people that he wants to give a shout out to (slang for
communicating a greeting), That is ridiculous.” Another student agreed, “Yeah,
some people just live on their computer.” The conversation continued, “If it is long
distance it is understandable, but not all the time.” This prompted a student to
say, “Sometimes it really gets on my nerves, because if there is someone that I
want to talk with, they refuse to call me back. All they know is how to respond on
the computer.” A different student stated, “Unless it is someone that I don’t talk to
very often, like my little sister or something, I don’t like to use IM just to talk. I

would rather just speak with them.”

When asked if they felt technology is causing some isolation for students,
there were mixed reactions. One of the students said, “You have to create a
balance. The computer doesn’t make you do something.” Someone else stated,
“I usually have to leave my room to do homework; because if the computer is on,

it is a distraction.” A different student added, “Technology makes the world

181

smaller. It keeps me connected to my family. I talk to my siblings on the computer
because it is free. Otherwise, I would not communicate with them much.” A
different student added, “I have three different screen names to log on with. I use
AOL, MSN, and Yahoo.” Another stated, “I spend way too much time on the
computer. If I spent that much time on homework as I do messing on the
computer, I would be a lot smarter." The group laughed and all nodded in
agreement when one student said, “Yeah, we all moan and groan about IM, but
we all use it.” Again the group laughed after which one of the students said,

I think the best use of iM is to keep in touch with people long

distance. I would rather have people come and ask me how my

day was. I would rather see a bright and smiling face instead of just

my computer screen.

They all nodded and stated their strong agreement.

In responding to the question regarding what types of computer
experiences they feel are important to master in order to be successful their ﬁrst
year of college, the participants in the ﬁrst focus group communicated that they
believe almost all students coming to MSU already have the computer skills
necessary to have positive experiences using technology as a college student.
They reiterated that some skills were more important such as using e-mail and
word processing. More than half of the participants expressed that a new student
should know the basics of how to use certain programs. Most participants named
Microsoft Word, PowerPoint, Excel, and Access as needed tools for ﬁrst year

SUCCBSS.

182

One participant became very excited when she spoke about the use of
technology in one of her classes, “I like the CAPA (Computer Aided Personal
Approach)! It gives you immediate feedback so you don’t get it wrong in your
head and think you got it right.” Most of the students had a puzzled look on their
face when she said this. One of the other participants asked what she was
talking about. She explained, “CAPA is electronic homework. It stands for
Computer Assisted something, but it is great.” She continued to explain, “For
each student it is different. You submit answers, and it tells you right away if you

got it right or wrong. It's hard sometimes, but it is great!”

All of the participants stated they use their computer practically every day.
One participant commented, “I don’t know anyone who does not spend a few
hours a day using their computer.” When asked if they felt technology has
impacted the way ﬁrst year students communicate with others, they all agreed,
but in different ways. “The better technology gets, the more distant people get,"

one student complained.

Another group member strongly disagreed by sharing, “I ﬁnd the exact
opposite. I keep in more contact with my family and friends who do not go here.”
A third student insisted, "T here has to be a balance between use and abuse. I
think technology has caused me to meet less people on campus. If I got out of

my room more often, I might go and meet more people.”

One student commented, “I like being connected with my faculty.” Yet

another student disagreed by stating, “Not me, I don’t even usually read the

183

messages from my professors. I get annoyed with them. I would rather they just

leave me alone.” A different student agreed,

I think it is nice to when they use PowerPoint, but I have one
professor that sends about ﬁve messages a week, and I think it is
at the point where I think most students in the class do not even

read them. I think people just delete it because she goes

 

overboard with it.

1
One student complained that some faculty use technology too much and they all l

 

nodded in agreement.

Focus Group #2

The second focus group consisted of ﬁve females and two males. Three of
the females indicated they were African-American or bi-racial, the other two
females and two males stated they were Caucasian. Participant responses are
summarized for each of the research questions of this study. Direct quotations

are used to support these summaries.

The students who spoke in answer to the question to describe their
experience using technology prior to their ﬁrst year of college indicated that they
have used computers for years, even before high school. All other participants
nodded in agreement. A few of the participants indicated they had computers in

their home since they were children. Other participants did not contribute much at

184

 

this time other than to indicate that they had received sufﬁcient enough computer

training before they started their ﬁrst year at MSU.

Data from the second focus group indicate that participants had
differences of opinion concerning their experience using technology during their
ﬁrst year of college. Some participants that did not have much to say about their
prior experience with computers offered information about their current
experience. While most of the responses to this question were positive, there

were some different viewpoints expressed.

Some of the positive responses about technology from participants
included: “I love it”, “It is awesome”, and “I can't imagine doing without it.” One of
the students stated, “The ﬁrst thing I do is turn on my computer in the morning
and the last thing I do at night is turn it off." Several of the other participants
nodded as if to indicate they did the same thing. Several students commented
about how they like the speed of the Ethernet connection to the lntemet. In
referring to Ethernet, one student added, “It aides Ieaming, because I can ﬁnd

information faster.”

When asked about any negative aspects related to technology, there was
much lively discussion. Many of their comments and responses were to agree
with what someone else had said. One student explained, “I wish I did not have
to use it so much.” A different student commented, “Technology can be addictive.

It can be very time consuming.” Another participant stated, “I think people try to

185

substitute technology for things that it shouldn’t be used for. People rely on it too

much.” The group nodded in agreement.

One participant spoke during the pause in conversation to add, “I got in
trouble with e-bay spending too much. I spent way too much money.” A different
student stated, “Another negative aspect of technology is that I have had lots of
problems with my computer.” The entire group laughed and agreed by adding

comments such as, “Welcome to the Club” and “Ya, who doesn’t?"

 

There was much agreement in this focus group for many of the responses
that participants offered. Most of the students nodded in agreement when others
discussed both positive and negative aspects associated with technology as if to
indicate that they, too, had experienced similar situations, both positive and

negaﬁve.

When asked what computer experiences are important to master in order
to be successful during the ﬁrst year of college, all participants in this focus group
responded that ﬁrst year students know how to use e-mail and computers before
they come to college. They also reported that all of them had to take classes to
Ieam how to use computers in high school. Some of their responses included,
“Students already know how to use computers” and ‘We grew up with

computers.”

When discussing what advice these participants would have for next

year’s freshmen student concerning technology, the majority of the responses

186

were unanimous. All of the students stressed the importance of knowing how to
effectively use e-mail, word processing, and the ability to do lntemet searching.
Each of the participants confirmed that all of their classes used technology in
some form whether it was e-mail, PowerPoint and/or Blackboard. Six of the

seven participants reported using Blackboard in their classes.

In response to the question about their use of the library during their ﬁrst
year of college, they chuckled and made the following comments, “I never go to
the library" and “T he only reason I go to the library is because a course requires
us to go there.” All of the participants indicated they spend little, if any, time at the
library. One student commented, “I can ﬁnd more on the lntemet than I can at the
library,” while another added, “The library is not practical when it is cold and dark

outside and I can get the information right off my computer.”

Many of the participants suggested that new students needed to have
some experience troubleshooting computers. Most of the participants shared
some frustrating experiences due to technical problems that they did not know
how to resolve. There were several students that mentioned they had to pay

someone to help ﬁx their computer.

When the conversation focused on the topic of Instant Messaging, all
participants indicated they use iM at least two or three hours a day. One of the
participants clariﬁed that he does other things while he is using IM at the same
time. They all nodded in agreement and another person added, “Yeah, like I will

be watching TV or talking on the phone, and I will also be sending messages."

187

Other comments included: “It is awesome," “I can't imagine doing without it,” and
“It is so much more powerful than e-mail. There is no limit with the size of
attachment you can send and you can have several people connected at one

time.”

The other participants nodded in agreement with one of the participants
who stated that he likes the fact that IM lets him stay connected with others even E
in bad weather. Accordingly, each agreed that they like being able to

communicate with family and/or friends via the computer. Only one of the I ~‘

 

participants expressed that she uses her telephone more than her computer

when communicating with her family.

All of the participants indicated that they use their computer for
entertainment purposes. “I use it to listen to music. I don't really listen to my
stereo but I do listen to the radio on my computer.” The participants indicated that
they all download music from the lntemet. Some indicated they used their
computer to play games, watch video or DVD, and/or for other forms of

entertainment.

188

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189

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