internet use and the next generation of researchers ...€¦ · the next generation of researchers...
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INTERNET USE AND THE NEXT
GENERATION OF RESEARCHERS:
IMPLICATION FOR THE UTILISATION
OF ERESEARCH TOOLS
O.G Salubi
MAY 2017
GMRDC
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Introduction
The next generation of researchers are already being trained today,
and in a decade, most of researchers will be mainly digital natives (the
generation of people born during or after the rise of digital
technologies).
Studies have shown that the arrival and rapid dissemination of digital
technologies in the last decade of the 20th century have changed the
ways academics think and process information (Kubey, Lavin, &
Barrows, 2001; Prensky, 2001); as well as carry out research
processes (Emmons & Wilkinson, 2011; Michael, Alharbi, & Middleton,
2012.
GMRDC
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Introduction cont’d
• “Technologies to facilitate distributed, collaborative, information-
intensive forms of research and learning” (Borgman, 2007)
• These new practices are shifting the landscape of research
collaboration, data collection, analysis and dissemination
• The technological and methodological growth being witnessed
have created some vital opportunities to gain new insights into
teaching, learning and research.
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Motivation
• These developments raise a range of practical questions and concerns.
Some of these concerns include; Internet addiction (excessive use of the
Internet for non-work/academic related activities) and Internet use pattern
among digital natives.
• Also, the infusion of cutting edge technologies into research practice,
addressing the impact of digital technologies on future users of eResearch
tools is key.
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Methods
• This study used both quantitative and qualitative research approaches to
obtain data from 390 undergraduate students at the University of Fort
Hare (UFH) and the Nelson Mandela Metropolitan University (NMMU), in
the Eastern Cape Province.
• The study focused on the Internet use pattern and Internet use rate of
undergraduate students.
• Items two and three in Young (2008) Internet addiction test questionnaire
were modified to suit the respondents and retested by the researcher to
measure respondents’ Internet addiction rate.
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Results
Most of the respondents, 82.3% were aged between 18-23 years;
While the average Internet use time was six hours daily
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Results Cont’d
Results also revealed that lesstime is spent for academicpurpose (x̅ 2.94) when usingthe Internet compared to thetime spent for
Communication (x̅ 3.4)
Social networking (x̅ 3.17), and
Entertainment (x̅ 3.01).
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234 (60%) of the
respondents have
Internet dependence
levels ranging from
moderate to severe.
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Qualitative Result
“you might
want to
spend a
few
minutes on
but
eventually,
you realise
that hours
have been
spent”
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Internet Addiction Signs
• Losing track of time online
• Having trouble completing tasks at work or School
• Isolation from family and friends
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Probing Thoughts
The infusion of technology into academicsamong other reasons is to advanceresearch processes and expand thefrontiers of knowledge.
• How can productivity be ensured whenutilising a tool that at present is adistraction to many digital natives?
• Should the fear of Internet dependencecause Digital Native students to learn theold ways of doing research?
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Reflections
• Easier access to knowledge, everyday use of electronic devices to access networked
environments and the blurring of boundaries between virtual and real life spheres,
have all resulted in opportunities and challenges that require careful consideration,
reflection and elaboration.
• It is highly unlikely the research process will go backwards, besides, digital media and
eResearch tools will continue to proliferate and expand as new technological methods
develop.
• This expansion of research tools means not only employing new research instruments
and techniques but also exploring new ways to do research and, indeed, new ways to
be a researcher.
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Finding Solutions
Researches in the future will be heavily reliant the electronic
environment and with the distraction that is facing future
researchers, the following are some ways that may
enhance the productive use of the digital electronic
resources/media by digital natives
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• Recognize any underlying problems that may support
Internet addiction tendencies
• Create awareness and training on self-control measures while
using the Internet
• Encourage socialised academic interests as a coping
mechanism
• Establish and strengthen support network on campus
• Acquisition of time management and information literacy skills
Finding Solutions
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Bibliography• Dhir, A., Chen, S., & Nieminen, M. (2015). The Effects of Demographics, Technology Accessibility, and Unwillingness to
Communicate in Predicting Internet Gratifications and Heavy Internet Use Among Adolescents. Social Science Computer Review,
34(3), 279–297. https://doi.org/10.1177/0894439315582854
• Kubey, R. W., Lavin, M. J., & Barrows, J. R. (2001). Internet use and collegiate academic performance decrements: Early
findings. Journal of Communication, 51(2), 366–382.
• Leung, L., & Lee, P. S. N. (2012). Impact of Internet Literacy, Internet Addiction Symptoms, and Internet Activities on Academic
Performance. Social Science Computer Review, 30(4), 403–418. https://doi.org/10.1177/0894439311435217
• Luce, R. E. (2008). A New Value Equation Challenge: The Emergence of eResearch and Roles for Research Libraries. No Brief
Candle: Reconceiving Research Libraries for the 21st Century, (August 2008), 42–50.
• Markauskaite, L., & Reimann, P. (2014). Editorial: e-Research for Education: Applied, Methodological and Critical Perspectives.
British Journal of Educational Technology, 45, 385–391. https://doi.org/doi: 10.1111/bjet.12154
• Palfrey, J. G., & Gasser, U. (2013). Born digital: Understanding the first generation of digital natives. New York, NY: Basic Books.
• Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
• Wishart, J., & Thomas, M. (2015). Introducing e-research in educational contexts, digital methods and issues arising. International
Journal of Research & Method in Education, 38(3), 223–229. https://doi.org/10.1080/1743727X.2015.1036852
• Young, K. S. (2004). Internet Addiction: A New Clinical Phenomenon and Its Consequences. American Behavioral Scientist,
48(4), 402–415. https://doi.org/10.1177/0002764204270278
• Young, K. S. (2008). Assessment of Internet addiction. The Center for Internet Addiction Recovery., 1–21. Retrieved from
http://www.icsao.org/fileadmin/Divers_papiers/KYoung-internetaddiction5.pdf
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Dankie
Questions, comments
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