asynchronousuctools

AssociationforInformationSystemsAISElectronicLibrary(AISeL)SAIS2013ProceedingsSouthern(SAIS)5-18-2013STUDENTUSEOFUNIFIEDCOMMUNICATIONTECHNOLOGIES:APILOTSTUDYJoyFlukerDakotaStateUniversity,Joy.
Fluker@yahoo.
comMegMurrayKennesawStateUniversity,mcmurray@kennesaw.
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RecommendedCitationFluker,JoyandMurray,Meg,"STUDENTUSEOFUNIFIEDCOMMUNICATIONTECHNOLOGIES:APILOTSTUDY"(2013).
SAIS2013Proceedings.
8.
http://aisel.
aisnet.
org/sais2013/8FlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013162STUDENTUSEOFUNIFIEDCOMMUNICATIONTECHNOLOGIES:APILOTSTUDYJoyFlukerDakotaStateUniversityjoy.
fluker@yahoo.
comMegMurrayKennesawStateUniversitymcmurray@kennesaw.
eduABSTRACTUnifiedCommunications(UC)isbeingwidelyadoptedbybusinessandindustry.
ResearchhasshownthatUCincreasesproductivity.
AlthoughUCtoolsarebeingusedwidelyoncampus,verylittleresearchhasbeendoneontheuseofUCintheclassroom.
Thispaperreportsthefindingsofapilotstudythataskedstudentstoindicatetheiruseofvariouscommunicationtechnologiestosupporttheiracademicstudies.
Studentsindicatedheavyuseofemail,voiceandtextmessagingandlimiteduseofinstantmessaging,teleconferencingandvideoconferencing.
Patternsofuseweredistinct–studentsprefertousedifferenttechnologieswhencommunicatingwithfacultythanwhencommunicatingwithpeers.
Theacademicuseofcommunicationtechnologieswillcontinuetoevolve,althoughgradually.
ThenextgenerationofLearningManagementSystemsthatpurposefullyandthoughtfullyintegratecommunicationstechnologieswillbepositionedtobecometheinfrastructureproviderforUCintheclassroom.
KeywordsUnifiedCommunications,UC,studenttechnologyuse,learningmanagementsystemINTRODUCTIONCommunicationtechnologiescontinuetoevolveandexpand,oftenasseparateandisolatedsystems.
UnifiedCommunicationsrepresentsatechnologicalarchitecturethatintegratesthesemultiplecommunicationsservicesintoaunifieduserexperience(PleasantandJamison,2008).
Originallyconceivedasawaytoimprovetelephonecommunications,UChasevolvedintotheintegrationofreal-time,nearreal-timeandnon-realtimecommunicationservicesbasedonthepresenceofthemessagerecipient.
Presence,inthiscase,ismulti-dimensional.
Itreferstolocationaswellasavailabilityandwillingnesstoengageincommunicationataparticularpointintime.
Inotherwords,UCistheblendingofotherwisedisparateservicessothatcommunicationsisenabledbyanymeansatanyplacewithanyoneoveranydevice.
UCisbeingwidelyadoptedinbusinessandindustryandhasbecometransformationalinthewaymanyemployeeswork(MartinezandSmith,2010).
UCallowsworkerstohavethesamecommunicationresourcesregardlessoftheirlocationthroughsuchtoolsasvoice,text,fax,instantmessaging(IM),audio,videoandwebconferencing,filesharing,applicationsharing,andothercollaborationtoolsthatsupportknowledgesharing.
UCnotonlyincreasesindividualusereffectivenessandefficiency,italsosupportsvirtualteamenvironmentsincreasingtheeffectivenessofgroupwork(PleasantandJamison,2008).
Theuseofthesetoolshasbeenshowntoincreaseworkerproductivity(PleasantandJamison,2008).
VerylittleresearchhasbeendoneontheuseofUCintheclassroom;althoughUCtoolsarebeingusedwidelyoncampus.
The2012resultsoftheannualECARstudyofundergraduatestudentsandinformationtechnologyfoundthatcommunicationsremainstheprimarystudentuseofITwithmorethan90%ofthestudentsusingtextmessagingandaccessingsocialnetworkingsitesonadailybasisand40%usingvoiceandvideosupportedtoolssuchasSkypeonamonthlybasis(Dahlstrom,2012).
However,studentstendtokeeptheiracademicandsociallivesseparate;studentsprefertointeractwithprofessorsviaemailorface-to-faceandinteractwithotherstudentsusingtextmessagingandotheron-demandinteractivecommunicationtechnologies,suchasIM(Dahlstrom,2012).
WhenUChasbeenmentionedinthecontextofhighereducation,ithasmostlybeeninitsapplicationstoimproveadministrativefunctionsorcampusinfrastructure.
Forinstance,vendorshavereportedthatUChasbeenusedtoreducephonecosts,improvephoneroutingservices,supportactivitiessuchasvideoenhancedweb-conferencing(UnifiedCommunicationsforHigherEducation,nd)ortoimplementastandardizedcommunicationsinfrastructureacrossmultiplecampuslocationsandfacilities(Microsoft,2012andWatts,2009).
Thesetechnologiesdohaveanimpactoneducation;theyFlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013163providenewwaystosupport'learninganytime,anywhere'(Hui,Fong,andLau,2002).
Further,mostuniversitieshaveadoptedsomeformoflearningmanagementsystem(Coates,JamesandBaldwin,2005).
Theoriginalfocusoflearningmanagementsystemswasoncontentdeliveryandcourseadministration.
However,theyalsoincludevariousformsofsynchronousandasynchronouscommunicationtechnologiessuchasemailandinstantmessagingandastheyevolveareincludingmanyofthenewercommunicationtechnologiesfeaturedinUCplatforms.
LMSimplementationisundergoingtransition.
TheCampusComputingSurveyreportsthatlegacysystemsarebeingreplacedbynewercompetitors.
Greencitesthat"TheLMSmarketisatextbookexampleofamaturemarketwithimmature,orevolving,technologies…"andthatisdrivinginstitutionstore-evaluatetheircampusLMSstrategy(Green,2012).
ResearchQuestionsOneofthemajorchallengespresentedbythemultitudeofcommunicationschannelscurrentlyavailableistheabilitytobringtogetherdisparatesystemsinaunifiedpresentation.
ThroughtheimplementationofUC,businesshasfoundawaytoaddressthisissueandindoingsohasdemonstrateditpositivelyimpactsproductivity.
Studentsfacethesamechallengesintheiracademicstudies.
Thequestionremains,however,astowhetherthesamebenefitsUCtechnologiesbringtotheworkplacewilltranscendtheclassroom.
Conceptually,manybenefitscanbeperceived.
ItappearsthatUCcouldpotentiallyfacilitatetheexchangeofknowledgeaswellasimprovestudent/facultyinteractionandstudent-to-studentinteractionespeciallywhengroupworkisinvolved.
However,beforeUCcanbeproposedasaneducationaltool,weneedtounderstandthecommunicationstechnologiesstudentsareusingandhowtheyareusingthemtosupporttheiracademicwork.
Thisexploratorystudentinvestigatestwoareas:Whatcommunicationstools,asrepresentedintheUCframework,dostudentsuseHowoften,andforwhatpurpose,dotheyusethesecommunicationtoolstosupporttheiracademicworkMETHODOLOGYThisstudyisapilotstudydesignedtoprovideapreliminaryinvestigationofthetypesoftechnologiesstudentsusetosupporttheiracademicendeavors.
Theresearchmethodologyforthisstudyemployedtheuseofasurveyinstrumentthataskedrespondentstoindicatetheiruseofasetofspecifictechnologies(voice,text,instantmessaging,teleconferencing,videoconferencingandfax)andtoreporthowtheyusedthesetechnologiesintheclassroom.
Studentswerealsoaskedtoprovidetheircommentsandopinionsonwhetherthesetechnologiesshouldbeusedmoreorlesstosupportcoursework,whethertheybelievethesetechnologiesenhancestudentacademicsuccessandhowthesetechnologiesarechanging,bothpositivelyandnegatively,theeducationalexperience.
Thesurveywasadministered,online,tostudentsenrolledintwosectionsofadigitalliteracycourseopentoallstudentsenrolledinaregionaluniversityinthesoutheasternUnitedStates.
Sixty-twostudentswereinvitedtorespondtothesurvey;50students(81%)completedthesurvey.
Allresponseswereanonymous.
Table1depictsthedemographicmake-upofthestudentsinthecourse.
Althoughthemajorityofstudentswerefemaleoftraditionalcollegeage,therewasdiversityamongtherespondents.
Thirty-eightpercentofthestudentswereovertheageof24.
Mostofthestudents(82%)wereupper-classmen.
Themajorityofstudentsweresocialscience/humanitiesmajorswithcommunicationmajorsaccountingforhalfofallsurveyrespondents.
GenderCountPercentGenderCountPercentMale1632.
00%Female3468.
00%AgeCountPercentClassStandingCountPercent18-233162.
00%Freshman24.
00%24-301122.
00%Sophomore714.
00%31-40510.
00%Junior2754.
00%over4036.
00%Senior1428.
00%MajorCountPercentMajorCountPercentCommunications2550.
00%ComputerScience12.
00%CriminalJustice816.
00%ExerciseScience12.
00%Psychology510.
00%Education12.
00%Business48.
00%Other36.
00%PoliticalScience24.
00%FlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013164Table1.
RespondentDemographicsFINDINGSStudentswereaskedtoreporttheiruseofsixdifferentcommunicationtechnologies.
Allstudentsreportedusingvoice,emailandtextmessaging.
Allbuttwostudentsreportedhavingasmartphonewithjustover70%havinganiPhoneand27%havingAndroidphones.
Studentuseofthesetechnologiesvaried.
Inagivenday,studentsreportedmakinganaverageof7calls,sending4andreceiving23emailsandsending57andreceiving61textmessages.
Approximatelyone-thirdofthestudentsreportedusinginstantmessaging,teleconferencingandvideoconferencingtechnologies.
Ofthoseusinginstantmessaging,mostreportedusingthechatfeatureinFacebook.
TheteleconferencingandvideoconferencingtechnologymostoftenmentionedwasSkype,althoughafewstudentsreportedusingApple'sFacetime,onestudentreportedusingGoogle'sHangoutsandonestudentindicatedusingWIMBA,awebconferencingtoolintegratedwithBlackboard'sLearningManagementSystems.
TechnologyuseispresentedinTable2.
%Using%otUsingAverageperdayEmail100%0%Emailssent3.
64Emailsreceived22.
58Phone100%0%Numberofcalls6.
68TextMessaging100%0%Textmessagessent56.
52Textmessagesreceived61InstantMessaging/Chat40%60%Teleconference34%66%Videoconference36%64%Fax2%98%*Other-Fourstudentsreportedusing'Facebook'asanothercommunicationtechnologytheyusedTable2.
StudentReportedTechnologyUseAlthoughemail,voiceandtexting,werecitedmostoftenastechnologiesstudentsusetosupportacademicwork,distinctdifferencesemerged.
Figure1presentsdataonstudentcommunicationtechnologyusewithprofessorsandotherstudents.
Allstudentsreportedusingemailtocommunicatewithfacultyand84%reportedusingemailtocommunicatewithotherstudents.
Onaverage,studentsreportedemailingprofessors8times(mode=10)duringthesemesterandemailingotherstudents6times(mode=2).
Themostcommonreasonstudentsemailedaprofessorwasinrelationtoanassignment,notificationofabsenceoragradeissue.
Themostcommonreasonsstudentsemailedotherstudentswasrelatedtogroupwork,classnotes,helpwithanassignmentortoinquireaboutaduedate.
Intermsofusingthephone,only20%ofthestudentindicatedcallingaprofessorandthosethatdidcalledtheirprofessorsinfrequently(lessthan2timesonaverageduringasemester).
Approximatelyhalfofthestudents(52%)calledotherstudents,butagain,moststudentsreportedusingthephoneinfrequently(lessthan4timesonaveragepersemester).
Whenstudentsdidcallprofessors,itwasinregardstoagradeissueorneedinghelpwithanassignment.
Whenstudentscalledotherstudents,itwasmostofteninregardstogroupworkortoinquireaboutanassignmentduedate.
Textmessagingshowsaverydifferentpattern;onlyfourstudents(8%)reportedtextingaprofessorwhile70%reportedtextingafellowstudent.
Inasemester,studentsaveragedsendingmorethan18textmessagestootherstudentsinrelationtoschoolwork.
Themostcommonreasonsstudentsgaveforusingtextmessagingwasforgroupwork.
Table3depictsreasonsstudentsreportforusingemail,phoneandtextmessaging.
CommunicationTechnologyReasonReported-StudenttoProfessorEmailPhoneTextMessagingGradeissue54%14%4%Helpwithanassignment78%10%Submitanassignment(emailonly)76%Questionaboutaduedate28%6%2%Discuss{shareinfo}coursetopic16%2%Notificationofreasonforabsence62%10%6%Other16%8%FlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013165*Otherreasonsreportedforusingemailincludedprofessionalexperienceorreferral,internshipopportunity,inquiringaboutextracredit,meetingappointment,groupmemberissue*OtherreasonsreportedforusingphoneincludeddiscussingeventannouncedinclassCommunicationTechnologyReasonReported-StudenttoStudentEmailPhoneTextMessagingHelpwithanassignment42%26%34%Groupwork74%46%58%Studyforanexamorsettingupstudygroup32%24%36%Classnotes46%30%22%Questionaboutaduedate42%36%34%Discussacoursetopic34%12%16%Other0%2%6%*Otherreasonsreportedincludeborrowingabook(textandphone),askingforanemailaddress(text),andaskinghowanotherstudentdidonanexam(text)Table3.
StudentReportedReasonsforusingEmail,PhoneandTextingtoSupportAcademicWorkStudentsreportedusinginstantmessaging,teleconferencing,andvideoconferencingmuchlessfrequently.
Whenstudentsdidengagewiththesetechnologies,theymoreoftenusedthemwithotherstudents.
Studentsreportedthemostcommonuseofinstantmessagingwasforgroupwork.
Onlyonestudentreportingfaxingandthatwastosubmitworktoaprofessor.
Whenstudentsdidengagewithsynchronoustechnologies(IM,teleconferencingandvideoconferencing)withprofessors,itwasprimarilyforclassparticipation.
Twostudentsdidindicatetheyusedchattingtogethelpwithanassignment.
Whenstudentsengagedwiththeseinteractivetechnologieswithotherstudents,itwasprimarilytosupportgroupwork.
Onlyonestudentreportedusingteleconferencingorvideoconferencingforanypurposeotherthanclassparticipation.
Eightstudents,however,reportedusinginstantmessagingwithotherstudentstogethelponassignments,fourstudentsusedIMtogetinformationaboutduedates,andthreestudentswhenstudyingforanexamortodiscussacoursetopic.
Figure1presentsdataoncommunicationtechnologyusebetweenstudentsandprofessorsandstudentswithotherstudents.
Figure1.
StudentReportedUseofUCTechnologiestoSupportAcademicWorkFlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013166Studentswereaskedtorespondtothreeopenendedquestions.
Whenaskedwhethertheythoughtcommunicationstechnologiesshouldbeusedmoreorlesstosupportcoursework,onlysixstudentsfelttheyshouldbeusedless.
Themainreasongivenforthiswasthepreferenceforface-to-facecommunications,especiallywithinstructors.
Onestudentexpressedconcernthatsomestudentsmaynothavefullaccesstothesetechnologies.
Studentsfeltthataprimarybenefitprovidedbythesetechnologieswastheopeningupofcommunicationchannelsreducingboundaryandtimeconstraintsandexpandingopportunitiesformoreengagementbetweenfacultyandstudentsenrolledinacourse.
Twostudentsexpressedthatitwaseasierforthemtoparticipateinclassdiscussionsorcommunicatewithprofessorsusingthesetechnologies.
Fourstudentsfeltthattheuseoftechnologyshouldstayasitcurrentlyis,whilefourotherstudentsfeltthatmorecommunicationtechnologiesshouldbemadeavailableforstudent-to-studentinteractionbutnotforstudent-to-facultycommunication.
Asseveralstudentsindicated,themorecommunicationchannelsusedbythefaculty,themorecomplicatedthelearningenvironmentbecomesforthestudentmakingthetechnologyahindrancetoratherthanafacilitatoroflearning.
Onestudentlamented,"…thereisanincreasedpressureonthestudent,wecanneverreallyescapeourprofessorsemailingormessagingustotellustodothings.
Inawaythat'sapositive,butIdomissthedayswhenyougothomework,wenthome,didit,thenhandeditin.
NowIgethomework,doit,andmyprofessorcansendmeacorrectiontoitandIhavetodoitagain.
Itjustseemslikethingsweresimplerbeforeit.
"Thegreatermajorityofstudentsfeltthatcommunicationtechnologiesenhancedtheirabilitytobesuccessfulasastudent.
Primarily,thiswasduetothefactthatcommunicationtechnologiesmakeitmucheasiertocollaboratewithotherstudentsandtoreachouttopeersandfacultyforhelpwithcoursework.
Asonestudentstated,"Idobelievethesedifferentformsoftechnologiesdoenhancetheabilityforstudentstobesuccessfulbecausetheyprovidealternativesforthestudent.
Thesetechnologiesallowstudentstoeasilyinteractoutsideoftheclassroominamoreupfront,engagingway.
Thesetechnologieshavethepotentialtocreatestrongerlearningcommunitieswithinschools.
"Eightstudentsprovidedanegativeresponsetothisquestionandthosewhoelaboratedontheirresponseindicatedthattheylearnedbetterusingmeansotherthantechnology.
Twostudentsindicatedthatwhilethetechnologiescouldbepositive,theymightalsobedistracting.
Allbutfourstudents(twosimplystating'no;'twostatingtheydidnotknow)respondedthatcommunicationstechnologieswerechangingeducation.
Mostfeltitwasapositivechange.
Again,manystudentsrespondedthatthesetechnologiescreatemoreopportunitiesforfacultyandstudentstostayconnected;althoughseveralstudentsqualifiedthisbycitingitasabenefitwhenface-to-facemeetingswerenotanoption.
Severalstudentsnotedthatthe'worldischanging'andbecomingmorereliantontechnology,andassuch,theuniversityneedstoprovidemoreopportunitiesforstudentstoengagewiththesetechnologiesintheiracademicdiscourse.
Manystudents,however,expressedacaveattothisbeststatedbyastudentwhosaid,"Ijustdon'twanttoseeaneducationsettingwhereallcommunicationistechnologybased.
"CONCLUSIONTeachingandlearningdonothappeninavacuum.
Theyrequireinterchangebetweenstudentandteacher.
Communicationtechnologiesfacilitatethisinterchange.
However,thereisoftenalagbetweenthetimenewtechnologiesareintroducedandwhentheyareadoptedorutilizedintheclassroom.
Thisisthecasewithunifiedcommunications.
WhileUChasbecomeavehicleinknowledgetransferandknowledgesharinginbusinessandindustry,itisjustemerginginthehighereducationclassroom.
JustasUChasshownpositivebenefitinthebusinessenvironment,itshowspromisefortheacademicenvironmentaswell.
Consider,forexample,thisscenariorecentlyexperienced:Afacultymemberpresentsalecturestreamedlivetostudentsinremotelocations.
Duringthelecture,astudentcallstheprofessorfromhercellphoneandasksaquestion.
Thestudentwatchesastheprofessoranswershisphoneandproceedstoanswerherquestion.
Atanotherpointduringthelecture,theprofessorcheckshissmartphoneforstudentquestionsemailedtohim.
Heopensanemail,readsittotheclassandanswersthatquestionaswell.
Multiplecommunicationschannelshavefoundtheirwayintotheclassroom.
AccordingtoEDUCAUSE,undergraduatestudentbehaviordrivestheadoptionoftechnology(Dahlstrom,2012).
Studentsuseavarietyofcommunicationtechnologiesandusethemintheirdailylives.
However,theytendtousedifferentmodesfortheirsociallivesandtheiracademiclives,oratleastbetweendifferentrecipients.
Studentsprefertouseformalasynchronousformsofcommunications(i.
e.
email)withprofessors.
Withpeers,theyprefertextingbutarealsoopentosynchronousformsofcommunication(suchasinstantmessagingandvideoconferencing)aswell.
Consequently,amovetofullimplementationofUCintheclassroomwillbegradual.
EDUCAUSErecommendsthenextstepforintegratingcommunicationtechnologiesshouldbe"toprovidenetworkingopportunitiesthatsupportacademicworkbutareonestepremovedfromfacultyoversightorinvolvement,""usee-mailandthecoursemanagementsystemforformalcommunicationwithstudents"and"experimentwithtextmessagingandinstantmessaging/onlinechatting"(Dahlstrom,2012,p.
32).
Ascommunicationtechnologiescontinuetobecomepervasiveinoursociallives,sowilltheiruseinouracademiclives.
However,thiswillnotbewithoutchallenges.
Asonestudentstated,"IhavenoproblemswiththeamountthattechnologyisFlukerandMurrayStudentUseofUCProceedingsoftheSouthernAssociationforInformationSystemsConference,Savannah,GA,USAMarch8th–9th,2013167used,butrather,itdrivesmeinsanetryingtokeepupwithallthedifferenttechnologiesprofessorswantmetouse.
Nothingiseverinjustoneplace.
"UnifiedCommunicationspurportsatechnicalarchitecturethatintegratesmultipletechnologiesintoasinglecommunicationsplatformsupportedbyaconsistentunifieduserinterface.
Inhighereducation,LearningManagementSystemsarepositionedtopresentthistypeofconsistentuserexperiencetostudents.
Toachievethisrole,however,LMS'smustbecomemoresophisticatedintermsofthetypesofcommunicationandreal-timeinteractiontechnologiestheyfeatureandincorporateintotheirtechnologymodelforinstructionalsupport.
Asstudentsrecognizethesesystemsdomorethanprovidecoursecontentandserveasadropboxforcourseassignments,theywillbecomecoursecommunicationhubs(Dahlstrom,2012).
UnifiedCommunicationshasprovenitselfasthecommunicationshubinthebusinessenvironmentandaunifiedcommunicationsplatformsshowpromiseforstudents.
However,purposefulnessandthoughtfulnessisneededasadditionalcommunicationtechnologiesareadoptedtosupporttheteaching/learningprocess.
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