Curating the use of digital media in higher education: a case study

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Curating the use of digital media in higher education: a case study. / Herrmann, Kim Jesper; Lindvig, Katrine; Aagaard, Jesper .

In: Journal of Further and Higher Education, Vol. 45, No. 3, 2021, p. 389-400.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Herrmann, KJ, Lindvig, K & Aagaard, J 2021, 'Curating the use of digital media in higher education: a case study', Journal of Further and Higher Education, vol. 45, no. 3, pp. 389-400. https://doi.org/10.1080/0309877X.2020.1770205

APA

Herrmann, K. J., Lindvig, K., & Aagaard, J. (2021). Curating the use of digital media in higher education: a case study. Journal of Further and Higher Education, 45(3), 389-400. https://doi.org/10.1080/0309877X.2020.1770205

Vancouver

Herrmann KJ, Lindvig K, Aagaard J. Curating the use of digital media in higher education: a case study. Journal of Further and Higher Education. 2021;45(3):389-400. https://doi.org/10.1080/0309877X.2020.1770205

Author

Herrmann, Kim Jesper ; Lindvig, Katrine ; Aagaard, Jesper . / Curating the use of digital media in higher education: a case study. In: Journal of Further and Higher Education. 2021 ; Vol. 45, No. 3. pp. 389-400.

Bibtex

@article{557b27c06f6b40e1b18a66629584e318,
title = "Curating the use of digital media in higher education: a case study",
abstract = "Digital technology constitutes a substantial presence in higher education and notions like {\textquoteleft}digital natives{\textquoteright} and {\textquoteleft}21st century digital skills{\textquoteright} dominate educational discourse. However, within the last decade, scholars have started questioning the prevailing techno-optimism and practitioners have started debating whether and how to regulate the use of digital devices. Based on a systematic qualitative analysis of 100 written evaluations and mapping sessions with five students, this study explores students{\textquoteright} experiences in an undergraduate course in which the teacher restricted the use of digital devices in discussion classes. We found that students expressed mostly positive attitudes towards resulting class engagement and mostly negative attitudes towards taking, sharing, and searching their notes. Finally, we discuss our findings based on the notion of media affordances.",
author = "Herrmann, {Kim Jesper} and Katrine Lindvig and Jesper Aagaard",
year = "2021",
doi = "10.1080/0309877X.2020.1770205",
language = "English",
volume = "45",
pages = "389--400",
journal = "Journal of Further and Higher Education",
issn = "0309-877X",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Curating the use of digital media in higher education: a case study

AU - Herrmann, Kim Jesper

AU - Lindvig, Katrine

AU - Aagaard, Jesper

PY - 2021

Y1 - 2021

N2 - Digital technology constitutes a substantial presence in higher education and notions like ‘digital natives’ and ‘21st century digital skills’ dominate educational discourse. However, within the last decade, scholars have started questioning the prevailing techno-optimism and practitioners have started debating whether and how to regulate the use of digital devices. Based on a systematic qualitative analysis of 100 written evaluations and mapping sessions with five students, this study explores students’ experiences in an undergraduate course in which the teacher restricted the use of digital devices in discussion classes. We found that students expressed mostly positive attitudes towards resulting class engagement and mostly negative attitudes towards taking, sharing, and searching their notes. Finally, we discuss our findings based on the notion of media affordances.

AB - Digital technology constitutes a substantial presence in higher education and notions like ‘digital natives’ and ‘21st century digital skills’ dominate educational discourse. However, within the last decade, scholars have started questioning the prevailing techno-optimism and practitioners have started debating whether and how to regulate the use of digital devices. Based on a systematic qualitative analysis of 100 written evaluations and mapping sessions with five students, this study explores students’ experiences in an undergraduate course in which the teacher restricted the use of digital devices in discussion classes. We found that students expressed mostly positive attitudes towards resulting class engagement and mostly negative attitudes towards taking, sharing, and searching their notes. Finally, we discuss our findings based on the notion of media affordances.

U2 - 10.1080/0309877X.2020.1770205

DO - 10.1080/0309877X.2020.1770205

M3 - Journal article

VL - 45

SP - 389

EP - 400

JO - Journal of Further and Higher Education

JF - Journal of Further and Higher Education

SN - 0309-877X

IS - 3

ER -

ID: 241878955