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International Graduate Students’ Educational Technology Perceptions and Usage Patterns at a Midwestern University

Ogundimu, Adesola O.
http://orcid.org/0000-0003-2813-1873
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522406361714294

Abstract Details

2018, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
Despite its benefits, international education places significant demands of a transitional nature on international students that often require them to adapt to language, cultural and social differences. In addition to other academic adjustments, the nature as well as extent of use of digital tools and technology-enhanced academic approaches may constitute an area of adjustment. This study examined international graduate students’ use of technology to support learning and scholarship at an academic institution in the midwestern United States. A total of 94 international students (50 males and 44 females) who had completed at least one semester of graduate-level academic study at the target institution participated in an online survey during the Spring 2017 semester. Statistical analysis of the data was undertaken to reveal students’ perceptions regarding key factors surrounding academic technology use within their new learning environment, most importantly access to learning technologies, and the academic culture supporting technology integration for teaching and learning. A multiple regression analysis was conducted to determine the influence of four key factors—performance expectancy, instructor influence, facilitating conditions and skill—theorized to be predictors of technology usage diversity. Examination of the relationship between these factors was informed by research literature on technology adoption, specifically, the Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis & Davis, 2003). A three-way between-subjects ANOVA was also conducted to determine whether differences in usage patterns exist among international graduate students by gender, graduate level, and by country of origin. Open-ended responses were also examined to determine technology-related strategies that could be implemented by instructors and the institution to enhance international students’ learning. It was found that international graduate students regarded institutional technology offerings as being of high quality, instructor support for learning through technology was strong and that actual use of learning technologies by instructors was high. Instructor influence was found to be the strongest predictor of technology use among study participants. Although there were no differences in diversity of technology use based on gender or graduate level, differences in usage diversity based on country of origin groups existed for male students only.
Greg Kessler (Committee Chair)
David Moore (Committee Member)
Danielle Dani (Committee Member)
Chris Guder (Committee Member)
196 p.
Education; Educational Technology; Higher Education
International Education; International Students; Educational Technology; Technology Adoption; ICT Development Index

Recommended Citations

Citations

  • Ogundimu, A. O. (2018). International Graduate Students’ Educational Technology Perceptions and Usage Patterns at a Midwestern University [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522406361714294

    APA Style (7th edition)

  • Ogundimu, Adesola. International Graduate Students’ Educational Technology Perceptions and Usage Patterns at a Midwestern University. 2018. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522406361714294.

    MLA Style (8th edition)

  • Ogundimu, Adesola. "International Graduate Students’ Educational Technology Perceptions and Usage Patterns at a Midwestern University." Doctoral dissertation, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522406361714294

    Chicago Manual of Style (17th edition)

ohiou1522406361714294
121
© 2018, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.