A fundamental lack of understanding persists within higher education concerning young people’s use of technology; universities are failing to meet the digital expectations of incoming students. Digital strategies run the risk of reinforcing undesirable differences between students from different social and gender backgrounds an area requiring attention in relation to digital inclusion. We aimed to investigate the digital capabilities and expectations of students transitioning to university in five years’ time to ascertain whether certain demographic groups require different support in order to prepare for teaching and learning in the future.
07/08/2017
d5_-_t3.3a_-_wilks.pdf
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