Terry Judd

TL;DR: The authors conducted a study with more than 2,000 incoming first-year Australian university students and found that many first year students are highly tech-savvy, however, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation.

TL;DR: A cluster analysis of data from 2096 students aged between 17 and 26 from three Australian universities revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international.

TL;DR: This work assessed students collaborative behaviour based on their contributions to a wiki-based shared writing task using a variety of text and time based metrics and found little evidence of collaboration despite adopting a learning design that was intended to support it.

TL;DR: Kennedy et al. as discussed by the authors conducted a large cross-institutional study of the implications for University teaching of the characteristics of this generation of students, focusing in particular on the results of a survey of the frequency with which 2588 first year students at the University of Melbourne, University of Wollongong and Charles Sturt University, use 41 different applications of new technologies in their study and personal lives.