Research + News | Topic: Digital Technology
Aug 27, 2018
Tinder Is Rolling Out A College-Only Service, Tinder U
The functionality is exactly the same as regular Tinder, although the UI looks slightly different: a badge depicting users’ universities will be displayed on their main profile image. Read the article here.
Apr 25, 2018
A New Study Shows That Students Learn Way More Effectively From Print Textbooks Than Screens
While new forms of classroom technology like digital textbooks are more accessible and portable, it would be wrong to assume that students will automatically be better served by digital reading simply because they prefer it. Read the article here.
Feb 16, 2018
How Is Digital Text Affecting Student Comprehension?
Researchers found that digital reading was faster but less effective as a tool for helping students process and learn information. Read more from the Growing Leaders’ blog post here.
Feb 3, 2017
When College Kids Surf the Web in Class, Grades Fall
Study finds the habit hurts academics, and supports the notion of leaving laptops at home. Read the article here.
Sep 12, 2016
Textbook Trends: How U.S. College Students Source Course Materials
More than two-thirds (69%) of total expenditure on course textbooks continues to go towards print materials, according to data from Nielsen’s U.S. Student Attitudes Towards Content in Higher Education report. Read the article here.
Sep 12, 2016
How Colleges Use Kids’ Social Media Feeds
Learn how what you post can hurt — and help — the admissions process. Read the blog from Common Sense Media here.
Sep 3, 2015
Tinder and the Dawn of the “Dating Apocalypse”
As romance gets swiped from the screen, some twentysomethings aren’t liking what they see. Read the article here.
Aug 29, 2014
The End of Higher Ed As We Know It?
Does college have a future? Perhaps you’ve wondered if and when it’s all going to come crashing down. Concerned analysts cite the fact that colleges are facing massive budget cuts, enrollment declines, competition for students, and a student body that’s decreasingly prepared for reading, writing, and arithmetic. A declining job market, exorbitant college costs, and mounting student debt are leaving more and more families and their kids looking to postpone college, pursue other vocational options, or enroll in non-traditional forms of higher education.
In the September 2014 edition of The Atlantic, Graeme Wood reports on a young entrepreneur who is challenging the traditional higher ed establishment as well as a host of for-profit universities by re-thinking college. . . making it an educational experience without lectures, traditional classrooms, extra-curricular activities, and tenured professors. Instead Ben Nelson’s accredited Minerva Project (or “University”) is designed to effectively educate students by keeping them highly engaged with material that they are then able to apply to life. While it’s too early to know whether or not Minerva will be a success – both as an institution and in educating students – there’s much to Ben Nelson’s philosophy that is worth thinking about.
From the article:
“Minerva, which operates for profit, started teaching its inaugural class of 33 students this month. To seed this first class with talent, Minerva gave every admitted student a full-tuition scholarship of $10,000 a year for four years, plus free housing in San Francisco for the first year. Next year’s class is expected to have 200 to 300 students, and Minerva hopes future classes will double in size roughly every year for a few years after that. . .
The Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone. What’s left will be leaner and cheaper. (Minerva has already attracted $25 million in capital from investors who think it can undercut the incumbents.) And Minerva officials claim that their methods will be tested against scientifically determined best practices, unlike the methods used at other universities and assumed to be sound just because the schools themselves are old and expensive. Yet because classes have only just begun, we have little clue as to whether the process of stripping down the university removes something essential to what has made America’s best colleges the greatest in the world.
Minerva will, after all, look very little like a university—and not merely because it won’t be accessorized in useless and expensive ways. The teaching methods may well be optimized, but universities, as currently constituted, are only partly about classroom time. Can a school that has no faculty offices, research labs, community spaces for students, or professors paid to do scholarly work still be called a university?”
Read the entire article here.
Mar 10, 2014
Cell Phones, Academic Performance, Anxiety, and Satisfaction with Life
The February 2014 issue of Computers in Human Behavior, a scholarly journal dedicated to examining the use of computers from a psychological perspective, features a study concerning “the relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students.”
From the report:
“The purpose of this study was to examine the influence of two measures of CPUse (Total CPUse and Texting) on Academic Performance (GPA), anxiety, and in turn, Satisfaction with Life (SWL). The results indicated that two conceptually identical models utilizing both measures of CPUse had good overall fit. In both models, CPUse was negatively related to GPA and positively related to anxiety. Following this, GPA was positively related to SWL while anxiety was negatively related to SWL.”
Read the full report here.
Downloard the full report (.pdf) here.
Jan 13, 2014
Cell Phone Use Linked to Anxiety, Lower Grades and Reduced Happiness
A study by researchers from Kent State University explores whether or not frequent cell phone use is related to measurable outcomes important for student success, such as academic performance, anxiety and happiness. From the report:
“Results of the analysis showed that cell phone use was negatively related to GPA and positively related to anxiety. Following this, GPA was positively related to happiness while anxiety was negatively related to happiness. Thus, for the population studied, high frequency cell phone users tended to have lower GPA, higher anxiety, and lower satisfaction with life (happiness) relative to their peers who used the cell phone less often. The statistical model illustrating these relationships was highly significant.”
Read the full report here.
The study was published in the journal Computers in Human Behavior here.