
Volume 8, Issue 3 December 2012, pp. 253–263
Forums
A cross-cultural comparison of students’ perceptions of IT use in higher education
Kurtis McDonald1
DOI: https://doi.org/10.29140/jaltcall.v8n3.145
Abstract
Ensuring the most effective use of information technology (IT) in higher education requires that instructors understand not only the capabilities of the technologies themselves, but also how their use is perceived by students. This paper reports on the results of a questionnaire administered to 74 students at a small private women’s college in Japan. It seeks to compare Japanese undergraduate students’ perceptions of IT use in their courses with those of their peers in the United States and Canada via selected findings of The ECAR Study of Undergraduate Students and Information Technology, 2010. It further seeks to identify the Japanese students’ own self-efficacy for using technology and their opinions on its importance. The findings suggest that the Japanese students surveyed are using a surprisingly wide range of technologies in relation to their coursework and that their experiences, perceptions, and preferences differ somewhat from their North American counterparts.
Copyright
© Kurtis McDonald
This work is licensed under a Creative Commons Attribution 4.0 International License.
Suggested citation
McDonald, K. (2012). A cross-cultural comparison of students’ perceptions of IT use in higher education. The JALT CALL Journal, 8(3), 253–263. https://doi.org/10.29140/jaltcall.v8n3.145
Related Articles:
Incorporating hypnotic suggestion into teacher education programs: Emotional and cognitive implications for teachers
Farshad Ghasemi
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 83–103.
What makes students speak Japanese in immersion programs?
Kumiko Katayama, Kayoko Hashimoto
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 104–120.
Voicing the academy
Davina Allison
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 102–117.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134.
Incidental vocabulary learning through watching movies
Robert J. Ashcroft, Joseph Garner, Oliver Hadingham
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 135–147.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.