College students’ reliance on digitalization: More for readings or personal non-academics

reasons!

Suhel Karara,
University of South Carolina.

Introduction

The 21st century has seen a great dependency on digitalization in each and every field, from
education to sports. Professors day by day, try to fully equip themselves with this digital
world and use it to the fullest to help their students succeed in their respective fields of
study. Computers have become a great forum for teachers to supply reading material to
their students before class. Today, the education sector has come up with several platforms
which can be accessed online and provide a very effective communication platform for
students and the teachers. Blackboard Learn, is a virtual learning environment and course
management system developed by Blackboard Inc., which is a perfect example for such a
forum. Even though the digital world may be being used for such great causes when it
comes to the generation of the age group between 18-25, the effect of digitalization can
even be for the worse.

After various resources being provided to students in today’s generation there still is a lack
of reading being done by these students before their classes. Even though students may
believe the course textbook plays an essential role not only to understand the course
content, but also with the course learning experience (Beeser, Stone, & Nan, 1999), low
numbers of students are completing their assigned readings before class (Burchfield &
Sappington; Clump, Bauer, & Bradley, 2004; Clump & Doll, 2007; Phillips & Phillips, 2007).
Researchers also suggest that larger numbers of students wait until they are preparing for
an exam to read the assignments (Clump, Bauer, & Bradley; Clump & Doll; Phillips &
Phillips).

Therefore, are the students really using the digital platforms provided for productively
developing in their respective fields of study or actually wasting their time.

Method and Materials

The study was conducted amongst 15 students of the University of South Carolina. Their
majors were as follows: 3 pursuing Global Studies, 3 pursuing Sports Management, 4
pursuing Finance & Management (Business), and 5 pursuing Engineering.

The instrument used to conduct the study was an 11-question survey adapted from
Textbook Reading in this Course Survey (The Teaching Professor, 2001) Seven of the survey
questions address students’ current reading habits for assigned class readings and 5 of the
questions address their use of any form of digital media for either readings or for general
usage. The survey was developed by using an online platform and sent to the respective
students using the form of electronic mail.

Survey for Exercise A

 RESULTS

All tables provide the frequency, and percent for each question. The data was analysed using
univariate descriptive analysis, which allows for each variable to be analysed independently.

Table 1 identifies how students get their books for their readings usually. The results indicate
that 60 % of the students prefer to buy a digital version of their books which shows that
students for various reasons prefer that. While 20 % of the students buy their books, or rent it
from the bookstore. Only 6.67 % students use textbooks in reserve in the library.

Table 1. Most often, how do you get the required textbook?

FREQUENCY PERCENT

Buy/Rent from the 3 20

bookstore
Buy used from another 2 13.33
vendor or online
Use textbooks on reserve in 1 6.67
the library
Buy a digital version 9 60.00
Share with friends 0 0.00
I don’t get textbooks 0 0.00
TOTAL 15 100.00

Table 2. On average, how many hours do you spend on your cell phone per day?

Table 2 identifies how many hours do students spend on their cell phones per day. The
results indicate that 46.67 % students spend between 2 to 3 hours per day on their cell
phones which is huge amount. To add to that 40.00 % students, spend more than 3 hours on
their phones, this makes the number of students using their cell phone for at least 2 hours
even higher. Students who use their cell phones for about 1 to 2 hours is lower at 13.33 %.

One hour or less 0 0.00

Between 1 and 2 hours 2 13.33
Between 2 and 3 hours 7 46.67
More than 3 hours 6 40.00
None, I don’t own a phone 0 0
 Total 0 100

Table 3. The type of textbook I like the most is?

Table 3 identifies the type of textbooks students generally prefer. The results indicate that
80% people prefer digital version to a hard copy or a loose leaf of a textbook. Out of the
students 13.33 % prefer hard copy which is a very small amount. Also, only 6.67 % students
would go for a hard copy, which is the original text book.

Hard Copy 1 6.67

Loose-leaf version (3 ring 2 13.33
binder)
Digital version 12 80.00
Total 15 100

Table 4. I believe the following activities interfere with my ability to complete textbook
readings.

Table 4 identifies the activities which interfere with the ability of a student to complete
textbook readings. The results indicate that the majority i.e. 53.33 % students get distracted
by Social Media. Following this 26.67 % students get distracted because of texting,
additionally 13.33 % students get distracted from reading their textbooks due to surfing the
web. The percentage who get distracted due to hanging around with their friends is
comparatively lower with just 6.67 %.

Texting 4 26.67
Surfing the web 2 13.33
Hanging out with friends in 1 6.67
person
Social media 8 53.33
Phone calls 0 0
TV 0 0
Study environment is loud 0 0
None, nothing interferes in 0 0
completing assigned
readings.
I get distracted, but I don’t 0 0
believe it interferes in
completing the reading
Total 15 100
 DISCUSSIONS

The article signifies somewhat discouraging content for the professors and it shows that
how many students spend very less time in doing their readings. This might be affecting the
learning they might achieve by attending the classes. I have come to the conclusion that the
readings that the students do has a huge effect by digital forums.

The use of the digital forum as shown in the Survey and the table showcases that 60 % of
the students prefer to buy an online version of the book. This clearly shows that as time has
progressed the dependency on the use of digital forum for readings has also increased. A
few decades back a use of this survey would have given us complete different results. This
also shows us that with time the efficiency and utility of a survey based on students would
differentiate. When asked the students also responded with 80 % of them liking a digital
textbook more than a hard copy. Therefore, as the student prefer buying online versions of
a textbook it would be much more beneficial for the students’ reading habits if the text
provided by professors are put online rather than being given as a hard copy.

Although the results of the survey clearly show that students like online versions of
textbooks more for readings, it also shows a different side of the picture. The majority i.e.
53.33% clearly states that most students get distracted from their readings due to social
media and additionally 13.33 % due to surfing the web. Therefore, in total this makes it a
figure of 66.66 % of students who find a distraction in a digital forum related to the internet.
Also 26.67 % students get distracted from their readings due to texting which might not be a
forum connected to the internet but it brings the figure of students getting distracted due to
digital forums to a number of 93.33 %. The figures given in the table also proves that there
are 86.67 students who use their cell phones at least 2 hours a day. This a very scary figure
as using one’s phone daily shows that college students might not be very focused towards
their academics which interrelates to them doing their readings.

There is no exact solution to the issue if the digital forums distract students more or act as a
forum for learning from their readings, however it is growing problem which needs further
investigation. There might be ways or blockers which can be made to help students not to
get distracted from digital forums and help them to study their readings more efficiently.

REFERENCES

Clump, M. A., Bauer, H., & Bradley, C. (2004). The extent to which psychology students read textbooks: A
multiple class analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31(3),
227-232.

Beeser, D., Stone, G., & Nan, L. (1999). Textbooks and teaching: A lesson from students. Journalism & Mass
Communication Educator, 53 (4), 4-17.
Clump, M. A. & Doll, J. (2007). Do levels of reading course material continue? An examination in a forensic
psychology graduate program. Journal of Instructional Psychology, 34(4), 242-246.

Appendix A:

Raw Data

Reflective Learning

There were similarities and relations when the data was first analyzed. I figured out that
even though students use technology and digital forums for their personal use, they like it
for their text readings too. An observation was also that for student’s technology acts as a
big distraction during their readings. Therefore, the problem occurred where a common
feature was acting as a benefit as well as a distraction. After summarizing the evidence
collected, things became clearer and specifics about how digital forum acts as a distraction
became more evident.

The readings in the textbook helped me to use a scientific method to process the
information. I started with the observation, then went on to the problem at hand. After that
I came to a hypothesis by reading the evidence. It also helped me to conclude my research
with a theory and results. I learnt the practical use of the scientific method of research on a
non-experimental basis. I also gained knowledge on how to extract information from a
survey. It is a beneficial method to use while analyzing a bigger problem at hand faced by a
large number of people.