The document summarizes key findings from a 2012 survey of VCCS students conducted by ECAR on their use of and views about technology. Some main results were that over 89% of students felt professors' use of LMS and email were important, over 68% felt technology prepared them for the workplace, and most students preferred to keep their academic and social lives separate. Compared to national data, a higher percentage of VCCS students took fully online courses, and a lower percentage skipped in-person classes when materials were available online.

1. A Snapshot of VCCS Students
Use of Technology
HIRE Ed Conference 2012
Dr. Cat Finnegan
Dr. Richard Sebastian
Mr. Randy Stamper
Joe Lencioni, http://shiftingpixel.com
Unless otherwise noted, this work is
licensed under a CC-BY 3.0 license,
attribution Virginia Community
College System

2. Pew Internet & American Life
Mobile

3. Pew Internet & American Life
Networked Workers

4. Questions
What types of technology do VCCS students own?
Do VCCS students feel that technology is important
in their education? Do they value it?
Are VCCS students satisfied with how technology is
being used in their courses? Do they feel prepared
to engage with these tools?
photo by Colin_K on Flickr

5. ECAR SURVEY

6. Methodology
Based on responses from 13,969 VCCS students to
the 2012 ECAR Study of Undergraduate Students
and Information Technology.
Survey conducted by the EDUCAUSE Center for
Applied Research (ECAR) in Spring 2012.

7. RESPONDENT PROFILE
Age Educational Goal
18 - 24 45.1% Vocational/occupational certificate 5.2%
25 - 39 32.7% Associate's degree 30.2%
40 and above 22.3% Bachelor's degree 28.6%
Master's degree 21.2%
Gender Doctoral degree 7.2%
Female 70.4% Other professional degree 4.3%
Male 29.6% Other 3.3%
Race Major
White 61.5% Biological/life sciences, including agriculture and health sciences 22.5%
Black/African American 18.0% Business, management, marketing 14.9%
Hispanic 4.1% Education, including physical education 5.8%
American Indian or Alaskan native 0.5% Engineering, including computer science 10.6%
Asian/Pacific Islander 4.2% Liberal arts and sciences /general studies and humanities 8.3%
Other or multiple 6.8% Physical sciences, including math 1.6%
Prefer not to answer 4.8% Social sciences, including history and psychology 9.6%
Fine arts 2.0%
Other 21.2%
Undecided 3.4%

8. Question #1: What percentage of
VCCS students use laptops?
A. 99%
B. 93%
C. 89%
D. 82%
TECHNOLOGY USAGE AND
OWNERSHIP

9. Answer #1: What percentage of
VCCS students use laptops?
A. 99%
B. 93%
C. 89%
D. 82%

10. Question #2: What percentage of
VCCS students own smartphones?
A. 56%
B. 38%
C. 26%
D. 17%

11. Answer #2: What percentage of
VCCS students own smartphones?
A. 56%
B. 38%
C. 26%
D. 17%

12. 130,000+ distance learning students2.2%
5.4%
15.4%
44.1%
74.3%
13.0%
16.6%
55.8%
46.5%
82.5%
14.1%
19.1%
57.4%
69.5%
89.0%
E-Reader
Tablet
Smartphone
Desktop
Laptop
Percent of respondents who use device
Percent of respondents who own device
Percent of respodents who identify device as
extremely or very important for academic success
TECHNOLOGY USAGE AND OWNERSHIP

13. Question #3: Which resource do VCCS students rate
the highest for access with a handheld device?
A. Checking grades
B. Accessing course or LMS
C. Accessing library resources
D. Ordering textbooks

14. Answer #3: Which resource is rated the highest for
access with a handheld device?
A. Checking grades
B. Accessing course or LMS 
C. Using library resources
D. Ordering textbooks

15. 27.6%
27.9%
28.8%
37.5%
42.3%
64.7%
68.3%
70.8%
Order Transcripts
Access library resources
Make textbook purchases
through your college…
Register for courses
Access financial aid
information
Check grades
Access course website or
syllabi
Access course or learning
management system
IMPORTANT TO DO FROM MOBILE DEVICE
TABLET
iOS (iPad) 49.1%
Windows 10.1%
Android 28.1%
Blackberry 1.4%
Other 5.1%
Unsure 6.2%
SMART PHONE
iPhone 31.4%
Android 58.3%
Windows 1.2%
Blackberry 6.1%
Other 2.8%
Unsure 0.2%
MOBILE PLATFORMS USED
TECHNOLOGY USAGE AND OWNERSHIP

16. Workforce
• Age – Over 50% 25 and older; 22% 40 and
over
• Smart Phones – over 50% ownership
• Policy implications for
OJT, apprenticeships, etc.
• Adult Career Coaching communication and
supports – creation of apps for coaches and
students
TECHNOLOGY USAGE AND OWNERSHIP

17. Question #4: What percentage of VCCS students took a
hybrid course last year?
A. 92%
B. 72%
C. 55%
D. 37%

18. Question #4: What percentage of VCCS students took a
hybrid course last year?
A. 92%
B. 72% 
C. 55%
D. 37%

19. IMPORTANCE OF TECHNOLOGY
FOR ACADEMIC SUCCESS

20. Question #5: In what type of learning environment
do VCCS students tend to learn most?
A. Courses with no online components
B. Courses with some online components
C. Courses completely online

21. Question #5: In what type of learning environment
do VCCS students tend to learn most?
A. Courses with no online components
B. Courses with some online components 
C. Courses completely online

22. 70.7%
56.0%
64.3%
The college
Other students
Professors
PERCENT OF STUDENTS WHO
REPORTED THAT TECHNOLOGY MAKES
THEM FEEL MORE CONNECTED TO...
19.4%
68.2%
12.4%
LEARNING ENVIRONMENTS IN WHICH
STUDENTS REPORTED LEARNING THE
MOST
Courses with no online components
Courses with some online components
Courses that are completely online
IMPORTANCE OF TECHNOLOGY FOR ACADEMIC
SUCCESS
Connectedness and Learning Environments

23. 6%
35%
36%
21%
HOW IMPORTANT IS IT TO YOU THAT
MORE OR BETTER TECHNOLOGY IS
AVAILABLE TO LEARN, STUDY, OR
COMPLETE COURSEWORK?
Not at all important
Not very important
Moderately important
Very important
Extremely important
IMPORTANCE OF TECHNOLOGY FOR ACADEMIC
SUCCESS
Importance Of Using New Or Better Technologies

24. 56.4%
49.3%
48.3%
52.5%
43.1%
21.8%
17.2%
13.0%
18.4%
20.4%
21.9%
11.7%
14.6%
24.6%
12.5%
9.6%
10.0%
14.7%
16.5%
17.8%
11.7%
14.8%
21.0%
20.6%
13.9%
18.1%
6.4%
8.4%
7.1%
12.2%
13.7%
16.3%
21.2%
25.4%
24.2%
11.3%
8.3%
8.4%
6.1%
7.1%
6.8%
11.6%
17.8%
16.4%
23.0%
26.5%
22.8%
5.8%
6.6%
7.2%
12.3%
16.1%
18.3%
58.0%
63.8%
65.0%
LinkedIn
Other social networking sites
Twitter
Social studying sites
Phone-like communication over the internet
Facebook
Instant Messaging/Online Chatting
Phone conversation
Text Messaging
Face to face interaction
Email
Course or learning management system
Do Not Use Not at all important Not very important Moderately important Very important Extremely important
IMPORTANCE OF TECHNOLOGY FOR ACADEMIC
SUCCESS
FORMS OF COMMUNICATION RESPONDENTS WISH INSTRUCTORS USED
LESS…OR MORE

25. Question #6: Most students are comfortable
connecting with their professors through social
media sites.
A. True
B. False

26. Question #6: Most students are comfortable
connecting with their professors through social
media sites.
A. True
B. False 
36% of students felt comfortable connecting with professors from whom
they were currently taking courses
45% felt comfortable connecting with other students.

27. Workforce
• Smart Phones – 4000 moderately to
extremely important
• Financial aid, registration, access to courses
– adult career coaching impact
• Access and persistence
• Employer “asks” in particular with
apprenticeships and OJT/internships
• Federal regulations – supplement, not
supplant
IMPORTANCE OF TECHNOLOGY FOR ACADEMIC
SUCCESS

28. INSTRUCTORS’ USE OF
TECHNOLOGY

29. Question #7: Students want instructors to use
new, cutting-edge technologies.
A. True
B. False

30. Answer #7: Students want instructors to use
new, cutting-edge technologies.
A. True
B. False

31. Importance Of Using New Or Better Technologies
7%
18%
46%
18%
11%
HOW IMPORTANT IS IT THAT YOUR
INSTRUCTORS USE NEW, CUTTING-EDGE
TECHNOLOGIES?
Not at all important Not very important
Moderately important Very important
Extremely important
INSTRUCTORS’ USE OF TECHNOLOGY

32. Question #8: What percentage of VCCS students
felt that the technology used in their courses will
have adequately prepared them for the workplace?
A. 68%
B. 53%
C. 42%
D. 12%

33. Question #8: What percentage of VCCS students
felt that the technology used in their courses will
have adequately prepared them for the workplace?
A. 68% 
B. 53%
C. 42%
D. 12%

34. Over 70% of respondents indicated that all or most of their
instructors:
– Are effectively using technology to impact students’ academic
success
– Use the “right kinds” of technology
– Have used technology to aid in the understanding of course
materials and ideas
Over 60% of respondents indicated that all or most of their
instructors have provided them with adequate training for
the technology used in courses.
INSTRUCTORS’ USE OF TECHNOLOGY

35. Forms Of Communication Respondents Wish Instructors
Used Less…or More
54.9%
49.8%
54.8%
39.7%
12.6%
24.6%
21.2%
17.4%
34.1%
36.0%
29.2%
31.6%
55.3%
38.3%
39.1%
39.1%
52.9%
36.0%
47.7%
43.9%
10.9%
14.2%
16.1%
28.8%
32.1%
36.1%
36.3%
39.7%
45.3%
46.6%
49.7%
52.9%
LinkedIn
Other Social Networking Sites
Twitter
Facebook
Phone Conversation
Phone-like Communication Over the Internet
Social Studying Sites
Instant Messaging/Online Chatting
Email
Text Messaging
Face to Face…
Course or Learning…
Use Less Use Same Use More
INSTRUCTORS’ USE OF TECHNOLOGY

36. Resources/Tools Respondents Wish Instructors Used
Less…or More
23.3%
30.3%
23.8%
23.9%
22.9%
25.8%
13.0%
17.7%
18.1%
11.4%
12.0%
15.1%
9.8%
11.1%
51.7%
42.3%
44.6%
44.2%
44.9%
60.4%
55.5%
36.3%
49.1%
43.4%
39.2%
45.2%
44.0%
40.2%
47.6%
35.6%
32.3%
25.0%
27.4%
31.5%
31.9%
32.2%
35.6%
36.2%
37.8%
37.9%
38.9%
42.8%
43.3%
44.0%
44.7%
49.5%
54.6%
56.6%
E-portfolios
Blogs
Wikis
Web-based music
Photo-sharing websites
Locally installed word processor, spreadsheets, and presentation…
Web-based word processor, spreadsheets, presentation software
Online multi-user computer games
Online forums or bulletin boards
Recommend an article or information online by tagging/liking
Podcasts and webcasts
Video-sharing website
Web-based videos
E-books or E-textbooks
Course or learning management system
Freely available course content beyond your campus
Simulations or educational games
Use Less Use Same Use More
INSTRUCTORS’ USE OF TECHNOLOGY

37. • Matching technology use to workplace
demands?
• 7200 not using LinkedIn: adult career
coaches
• Phone and face-to-face communication
• Regulations of GI bill, Trade Act, and
apprenticeship regarding online
learning/blended learning – major obstacles
INSTRUCTORS’ USE OF TECHNOLOGY

38. VCCS RESULTS COMPARED TO
NATIONAL DATA
16%
31%
55%
54%
57%
66%
70%
75%
11%
45%
57%
58%
64%
67%
68%
79%
Skip classes when course lectures are available online
Took a class completely online
Wish instructors used more simulations or educational
games
More actively involved in courses that use technology
Like to keep academic and social lives separate
Prepared to use needed technology when they entered
college
Learned best in blended learning environments
Believe that technology helps them achieve their
academic outcomes
VCCS
ECAR National
Results

39. • Students rely heavily on laptop and desktop computers for
their academic success and utilize mobile devices
primarily for checking grades and accessing course
management systems, course websites and syllabi.
• Almost 80% of respondents believe that technology helps
them achieve their academic outcomes, and 68% report
that they learn the most in courses with some online
components.
• Over 70% of respondents indicated that all or most of their
instructors are effectively using technology, utilize the
“right kinds” of technology, and have used technology to
aid in their understanding of course materials.
ECAR HIGHLIGHTS

40. • Over 89% of students indicated that professors’ use of
course management systems and email is extremely
important for their academic success.
• Nearly 50% of respondents indicated that they wished
instructors utilized more face-to-face communication.
• Respondents indicated that the following social media
sites were not important for their academic success and
should be used less: Facebook (39.7%), Twitter
(54.8%), and LinkedIn (54.9%).
ECAR HIGHLIGHTS

41. • A majority of respondents (64%) indicated that they prefer
to keep their academic and social lives separate.
• A slightly higher proportion of VCCS students took
courses completely online (45%, compared to 31%
nationally) and a lower percentage of VCCS students
indicated that they skipped classes when lectures are
available online (11%, compared to 16% nationally).
ECAR HIGHLIGHTS

42. LINK TO ECAR REPORT AND
SUPPORTING MATERIALS
ECAR Report, Info graphic, and Survey Instrument
available on EDUCAUSE website:
http://www.educause.edu/library/resources/ecar-study-
undergraduate-students-and-information-technology-2012