"Freshmen really stood out," said Mark Urtel, assistant professor in the Department of Physical Education in IUPUI's School of Physical Education and Tourism Management. "It's counterintuitive -- people say younger students are the ones who grasp technology, use it most, and know it the best, but it's my opinion that they grasp the technology and use it on their terms, not necessarily ours."
This statement seems to suggest an assumption that the "net native" generation, because of their exposure to the technology, will naturally take to the LMS structured, due-date delivered pedagogy of a "typical" higher ed online class. I don't think the most techie geek could accomplish that; everyone needs orientation to the navigation and requirements of a class as well as student to student and student / instructor connection. At our institution, we have piloted online student success classes which, at the student's discretion can be taken in a "seated" facilitated environment. In this way a new student is introduced to the how and what of online learning in a setting more comfortable to their expectations. We're still compiling data, but our "seat of the pants" reactions are that the experience is positive and preparatory, particularly for students who had not expected to ever have to face an online class environment.
I have another problem with the statement from Indiana. If we are NOT using the tech our students know how to use, are comfortable using, and enjoy using, I have to ask, WHY NOT? Would this not be the perfect launching point for the integration of prior student knowledge into the learning process? Wouldn't Malcome Knowles be proud of us if we found ways to do that with texting and vidcasting and music?
Just my 2¢ worth in my quest for finding ways to focus more on learning and less on process.
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