Digital divides? Student and staff perceptions of information and communication technologies

This paper reports qualitative findings from a study that investigated Australian university staff and students’ perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a “digital divide” between “digital native” students and their “digital immigrant” teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today’s higher education institutions.     

Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study

Although the information systems (IS) literature has revealed a variety of mechanisms involved in technology adoption and postadoption use, the literature lacks insights about how individuals with different usage characteristics process the information related to new IS and how their belief judgments and use behavior unfold over time. This study fills this void in the literature by conceptualizing and testing a comprehensive model to investigate the impact of user orientation toward technology use by digital natives (DNs) and digital immigrants (DIs) on technology continuous use behavior. The effect of DNs and DIs is currently gaining the attention of researchers. This study investigated the postadoption and use behavior of these groups using a three-wave panel model and with decomposed theory of planned behavior (DTPB) as the initial adoption model. The longitudinal model is a unified framework that sheds light on four different mechanisms underlying postadoption phenomena: (1) the belief judgment evaluation processes suggested by the DTPB model, (2) sequential updating mechanism, (3) feedback mechanism, and (4) habit mechanism. Based on multigroup analysis, we show that a clear pattern of differences in effect exists between DNs and DIs with respect to the sequential belief updating mechanism and that these results are relatively stable over time.     

Digital natives’ coping with loneliness: Facebook or face-to-face?

This study compares online self-disclosure through Facebook with offline self-disclosure through face-to-face interactions to understand when and why digital natives may prefer to resolve perceived loneliness by turning to the Internet. Survey data from adolescents indicate that digital natives who employ passive coping favor self-disclosure through Facebook, but natives who engage in active coping prefer face-to-face self-disclosures. Both routes, through active and passive coping, appear to mediate the relationship between loneliness and online/offline self-disclosures. Moreover, the relationship between loneliness and self-disclosure exhibits gender differences. This study extends insights into digital natives, sheds light on self-disclosures, and contributes to coping research.     

Digital learners and the overlapping of their personal and educational digital engagement

Current K-12 students are considered digital learners because technology is as pervasive in their academic world as in their personal lives. Technology enthusiasts argue that these learners are the “digital natives” having sophisticated technology knowledge and skills that can be potentially harnessed for better learning engagement inside the classroom. This phenomenological study investigates how some current high school students as the digital learners engage with technology at home and school; and how these two types of engagement overlap in their learning inside the classroom. Data were gathered from phenomenological three series in-depth interviews with five participants and also field observation. Findings show that the overlap between the personal and educational digital engagement(s) of these students was not necessarily positive as portrayed by the prevalent discourses of technology enthusiasts. The overlapping had mixed roles – facilitative as well as obstructive. Pedagogical and future research implications are discussed.     

Are young generations in secondary school digitally competent? A study on Italian teenagers

Digital competences amongst the younger generations and the role of schools faced with the spread of new youth practices are topics of increasing interest. Some commentators state that, thanks to the intensive use of digital media, young people are developing significant competences that also correspond to important cognitive processes and new learning styles. However, other authors emphasize that there is no evidence about the positive impact of new technological practices on the development of significant cognitive abilities.In this paper we present a research study carried out in Italian schools on adolescents’ (aged 14-16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students.The aim was to verify whether adolescents’ digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students’ knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations’ digital competences is poorly founded. Furthermore, it is pointed out that understanding students’ digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies.     

移动互联网时代数字媒体技术专业建设探讨

随着平板电脑、智能手机的普及,移动互联网时代已经到来。各种交互式媒体、移动应用对数字媒体专业人才培养提出新的挑战。在对常熟理工学院数字媒体技术专业建设分析的基础上,结合移动互联网时代未来的发展方向,提出优化课程体系、调整课程结构、重组课程内容、注重复合型人才培养的改革思路。     

Depression,loneliness and Internet addiction: How important is low self-control?

This study aimed to explore both the direct and indirect relationships between depression, loneliness, low self-control, and Internet addiction in a sample of Turkish youth, based on a cognitive-behavioral model of generalized problematic Internet use. Data for the present study were collected from 648 undergraduate students with a mean age of 22.46 years (SD = 2.45). Participants completed scales for depression, loneliness, self-control and Internet addiction. Structural equation modeling was used to test the model in which depression and loneliness predicted Internet addiction through low self-control. The findings revealed that of the two factors, only loneliness was related to Internet addiction through low self-control. The results are discussed in terms of the cognitive-behavioral model of generalized problematic Internet use, and implications for practice are considered.     

Loneliness and social uses of the Internet

Loneliness has been associated with increased Internet use. Lonely individuals may be drawn online because of the increased potential for companionship, the changed social interaction patterns online, and as a way to modulate negative moods associated with loneliness. Online, social presence and intimacy levels can be controlled; users can remain invisible as they observe others’ interactions, and can control the amount and timing of their interactions. Anonymity and lack of face-to-face communication online may decrease self-consciousness and social anxiety, which could facilitate pro-social behavior and enhance online friendship formation. Support for this model was found in a survey of 277 undergraduate Internet users that was used to assess differences between lonely and not-lonely individuals in patterns of Internet use. Loneliness was assessed on the UCLA Loneliness Scale; students in the highest 20% (Lonely) were compared with all other students (Non-lonely). Lonely individuals used the Internet and e-mail more and were more likely to use the Internet for emotional support than others. Social behavior of lonely individuals consistently was enhanced online, and lonely individuals were more likely to report making online friends and heightened satisfaction with their online friends. The lonely were more likely to use the Internet to modulate negative moods, and to report that their Internet use was causing disturbances in their daily functioning.     

Who discloses the most on Facebook?

With the development of new media, the issue of privacy and its determinants has become the subject of a large body of literature in recent years. The main objective of this study was to check whether loneliness is a predictor of putting private information on Facebook. The participants were 887 young people. Facebook Privacy Scale and Loneliness Scale were used. We showed that young age and loneliness are predictors of disclosure on Facebook. Moreover, junior high school students more often put private information on their Facebook profiles than senior high school and university students.     

Time on the Internet at home,loneliness, and life satisfaction: Evidence from panel time-diary data

This study uses data collected from adult U.S. residents in 2004 and 2005 to examine whether loneliness and life satisfaction are associated with time spent at home on various Internet activities. Cross-sectional models reveal that time spent browsing the web is positively related to loneliness and negatively related to life satisfaction. Some of the relationships revealed by cross-sectional models persist even when considering the same individuals over time in fixed-effects models that account for time-invariant, individual-level characteristics. Our results vary according to how the time use data were collected, indicating that survey design can have important consequences for research in this area.     

Does Facebook make you lonely?: A meta analysis

This meta-analysis explores the relationship between Facebook use and loneliness. Examination of the literature containing quantitative measurements of both Facebook use and loneliness, including close variations of the definition of loneliness, produced a sample of 18 research effects (N = 8798) for review. This study asks two main questions: (1) Does using Facebook increase or decrease loneliness?; and (2) What causes what?: Does Facebook make its users lonely (or less lonely), or do lonely people (or less lonely people) use Facebook? First, researchers observed a significant overall average effect in the positive relationship between Facebook use and loneliness. Researchers also point to measurements of Facebook use as well as measurements of loneliness (and its variations) as possible moderating features or sources of variability in the relationship. Testing the relationship between Facebook use and loneliness in the context of two causal models revealed that (a) the first model outlining a path from elements of loneliness to Facebook use was not an adequate explanation of the data; whereas, (b) testing the relationship for a path in the second model from elements of Facebook use to loneliness showed results consistent with the data.     

Loneliness and generalized problematic Internet use: Parents’ perceived knowledge of adolescents’ online activities as a moderator

This study examined adolescents’ perceptions of parents’ knowledge of their online activities as a moderator of the relationship between loneliness and generalized problematic Internet use (PIU). The purpose of this study was to address two gaps in research. First, previous research has only investigated these relationships from a main effects perspective; the present study extended research by examining generalized PIU from an interaction effects perspective. Second, it is timely to examine the relationship between loneliness and generalized PIU in an adolescent sample which has not been previously explored. A total of 1098 adolescents (49.2% male, 50.8% female) from Grade 8 and Grade 9 classes participated in this study. The key finding was that perceived parental knowledge was a moderator of the relationship between loneliness and generalized PIU; parental knowledge was better able to differentiate adolescents’ level of generalized PIU at lower rather than at higher levels of loneliness. This moderator effect was stronger in magnitude for parents who had no awareness of their adolescents’ online activities compared to parents who were in the know about their adolescents’ online activities. These findings emphasize the importance of prevention and early intervention work with early adolescents and their parents with respect to adolescent loneliness and generalized PIU.     

因特网与数字图书馆

因特网与数字图书馆有联系也有区别,本文从概念、功能和体系结构等方面对这两个概念加以分析,得出结论是：因特网是数字图书馆的基础设计,数字图书馆的建设进一步丰富因特网的信息资源。     

Online recreation: The relationship between loneliness,Internet self-efficacy and the use of the Internet for entertainment purposes

In this study, 150 undergraduates answered questions about their Internet usage and completed a loneliness and an Internet self-efficacy questionnaire. A factor analysis of the Internet usage items revealed three facets of online recreation, including, using the Internet for: computer-based entertainment, to facilitate offline entertainment, and for information about the entertainment world. Those who scored higher on loneliness were more likely to use the Internet for computer-based entertainment, as well as, use the Internet to obtain information about the entertainment world. Individuals higher in Internet self-efficacy were more likely to use the Internet for computer-based entertainment and to facilitate offline entertainment. Implications for the study of the psychological influences of the Internet are discussed in this paper.     

Internet,News, and Political Trust: The Difference Between Social Media and Online Media Outlets

What is the relationship between Internet usage and political trust? To answer this question, we performed a cross‐sectional analysis of Eurobarometer survey data related to 27 countries and a supervised sentiment analysis of online political information broadcast during the Italian debate on the reform of public funding of parties. The results disclose the differences between Web 1.0 websites and Web 2.0 social media, showing that consumption of news from information/news websites is positively associated with higher trust, while access to information available on social media is linked with lower trust. This has implications for the debate on social media as a public sphere and for the tension between professional and citizen journalism.