Timmis argues, ‘the ways in which students themselves use and adapt to technological tools will be an important aspect of developing sustainable studying and support structures for students’ (p.3).
The paper suggests students value peer support; Timmis cites NUS research (2008) arguing students regard a peer network as a highly valuable learning resource. However, and as Timmis notes, ‘research involving students in peer support for learning has mainly concentrated on student involvement in formal mechanisms, such as peer assessment, tutoring or mentoring… Peer support is viewed as a designed intervention on the part of the tutor or university team’ (p.4). A problem with existing research, therefore, is that it overlooks informal peer support among students.
It is clear that students have a wealth of digital technologies available to them, but less clear whether this is an asset or a burden: ‘Undergraduates have to manage a plethora of different digital communication tools and spaces. These include university owned spaces such as virtual learning environments (VLEs), university email systems and their own personal communications and social media… This implies continual multitasking across formal and informal settings and boundaries’ (p.4). An alternative to multitasking is demarcation, and it is possible that students are using specific technology tools for specific purposes, thereby managing and sustaining different digital identities, but not necessarily a plethora of digital technologies.
A number of interviewees for the research employ a demarcation between technologies for study, and technologies for social life. For example, ‘I use Facebook (pause) but not, not really to (pause), not for any university-based communication, just almost with friends and just post photos and such like and find out what’s going on’ (p.9). Hence, and as Timmis argues, ‘students wanted to maintain the boundaries between their personal and study-related communications’ (pp. 9-10). The research challenges (albeit implicitly) the idea that students use a wide range of technologies to support their learning.
The paper as a whole shows that students use digital technologies for formal and informal peer support. However, the research also suggest that there is a tendency to demarcate in the use of technologies, with different technologies being used to sustain and support different aspects of life. Hence, the conception of students as fervent multitaskers is flawed, or at least debatable; a plethora of technologies is available, but students may well value ease of use and convenience (see, Christensen and Raynor, 2003) above plenitude.
References
Christensen, C. M. and Raynor, M. E. (2003) The Innovator’s Solution: Creating and Sustaining Successful Growth, Cambridge MA, Harvard University Press.
Timmis, S. (2012) ‘Constant companions: Instant messaging conversations as sustainable supportive study structures amongst undergraduate peers’ Computers and Education, 59 3-18
Disruptive Technology Enhanced Learning 