Does the Degree of Campus "Wiredness" Matter?

Autores

  • Shouping Hu Seton Hall University
  • George D. Kuh Indiana University

DOI:

https://doi.org/10.14507/epaa.v9n49.2001

Palavras-chave:

College Student Experience Questionnaire, Computing, Information Technology, Wiredness, Engagement, Educational resources

Resumo

Responses to the College Student Experience Questionnaire 4th Edition from 18,844 students at 71 colleges and universities were analyzed to determine if the presence of computing and information technology influenced the frequency of use of various forms of technology and other educational resources and the exposure to good educational practices. Undergraduates attending "more wired" campuses as determined by the 1998 and 1999 Yahoo! Most Wired Campus survey more frequently used computing and information technology and reported higher levels of engagement in good educational practices than their counterparts at less wired institutions. Non-traditional students benefited less than traditional students, but both women and men students benefited comparably from campus "wiredness."

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Biografia do Autor

Shouping Hu, Seton Hall University

Shouping Hu is Assistant Professor of Higher Education and Educational Research at Seton Hall University. His current research concentrates on college access, choice, persistence, financial aid policy, college student engagement in learning, and college impact on students. He taught graduate-level courses Finance in Higher Education, Educational Policy Analysis, and Educational Research Design at Seton Hall.

George D. Kuh, Indiana University

George D. Kuh is Chancellor's Professor of Higher Education at Indiana University Bloomington and director of the National Survey of Student Engagement and the College Student Experiences Questionnaire Program. His current research focuses on efforts to improve undergraduate education and college and university cultures.

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Publicado

2001-11-24

Como Citar

Hu, S., & Kuh, G. D. (2001). Does the Degree of Campus "Wiredness" Matter?. Arquivos Analíticos De Políticas Educativas, 9, 49. https://doi.org/10.14507/epaa.v9n49.2001

Edição

v. 9 (2001)

Seção

Articles