An investigation of differences in undergraduates' academic use of the internet

An investigation of differences in undergraduates' academic use of the internet. Selwyn, N. Active Learning in Higher Education, 9(1):11-22, 2008. cited By 119

Paper doi abstract bibtex

Based on survey data from 1222 undergraduate students studying at UK higher education institutions, this article addresses students' engagement with the internet as a source of academic information for their studies. In particular the article explores how academic use of the internet is patterned by a range of potential influences such as students' wider internet use, access and expertise, their year of study, gender, age, ethnic and educational background. Analysis of these data suggests that students' academic internet use is most strongly patterned along the lines of gender and subject-specialism rather than other individual characteristics or differences in technology access or expertise. The article therefore considers how these differences can be addressed by those seeking to encourage ICT-based learning across all sectors of the undergraduate population. © 2008 SAGE Publications.

@ARTICLE{Selwyn200811,
author={Selwyn, N.},
title={An investigation of differences in undergraduates' academic use of the internet},
journal={Active Learning in Higher Education},
year={2008},
volume={9},
number={1},
pages={11-22},
doi={10.1177/1469787407086744},
note={cited By 119},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-40349114871&doi=10.1177%2f1469787407086744&partnerID=40&md5=09328c696a6e5ea8bd2218259afe0d0e},
affiliation={University of London, Institute of Education, 23-29 Emerald Street, London WC1N 3QS, United Kingdom},
abstract={Based on survey data from 1222 undergraduate students studying at UK higher education institutions, this article addresses students' engagement with the internet as a source of academic information for their studies. In particular the article explores how academic use of the internet is patterned by a range of potential influences such as students' wider internet use, access and expertise, their year of study, gender, age, ethnic and educational background. Analysis of these data suggests that students' academic internet use is most strongly patterned along the lines of gender and subject-specialism rather than other individual characteristics or differences in technology access or expertise. The article therefore considers how these differences can be addressed by those seeking to encourage ICT-based learning across all sectors of the undergraduate population. © 2008 SAGE Publications.},
author_keywords={Gender differences;  ICT;  Information searching;  Internet;  Subject differences;  Undergraduate},
correspondence_address1={Selwyn, N.; University of London, Institute of Education, 23-29 Emerald Street, London WC1N 3QS, United Kingdom; email: n.selwyn@ioe.ac.uk},
issn={14697874},
language={English},
abbrev_source_title={Act. Learn. High. Educ.},
document_type={Article},
source={Scopus},
}

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