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Understanding How Students Interact With Technology For Knowledge-Sharing: The Emergence of a New ‘Social' Divide in France

Understanding How Students Interact With Technology For Knowledge-Sharing: The Emergence of a New ‘Social' Divide in France

Jessica Lichy, Maher Kachour
Copyright: © 2016 |Volume: 12 |Issue: 1 |Pages: 22
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781466689206|DOI: 10.4018/IJTHI.2016010106
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MLA

Lichy, Jessica, and Maher Kachour. "Understanding How Students Interact With Technology For Knowledge-Sharing: The Emergence of a New ‘Social' Divide in France." IJTHI vol.12, no.1 2016: pp.83-104. http://doi.org/10.4018/IJTHI.2016010106

APA

Lichy, J. & Kachour, M. (2016). Understanding How Students Interact With Technology For Knowledge-Sharing: The Emergence of a New ‘Social' Divide in France. International Journal of Technology and Human Interaction (IJTHI), 12(1), 83-104. http://doi.org/10.4018/IJTHI.2016010106

Chicago

Lichy, Jessica, and Maher Kachour. "Understanding How Students Interact With Technology For Knowledge-Sharing: The Emergence of a New ‘Social' Divide in France," International Journal of Technology and Human Interaction (IJTHI) 12, no.1: 83-104. http://doi.org/10.4018/IJTHI.2016010106

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Abstract

The context of this enquiry is the rapid evolution of Internet technology. The aim is to explore the extent to which young adults exchange information and share knowledge within the sphere of French higher education, public and private. The enquiry uses a two-phase approach: survey methodology followed by depth interviews to examine technology usage and preferences in the learning process - from a student perspective. An analysis of the data provides an insight into the culture of Internet usage in France; a widening chasm between students and tutors in the use of technology within communities of learners. The study focuses on the French higher education system; more research would be needed to compare cross-culturally. It is nevertheless instructive for tutors and academic managers within higher education to be aware of the findings to rethink the role of technology in learning and knowledge-sharing. This enquiry contributes to the body of literature on the evolution of Internet user behaviour and our understanding of contemporary trends.

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