Reading Conole et al (2008)

‘Disruptive technologies’, ‘pedagogical innovation’: What’s new Findings from an in-depth study of students’ use and perception of technology Conole et al (2008)


Information seeking and handling
used the web extensively to extend their understanding of concepts and supplement course material. i.e. Wikipedia frequently mentioned.
Google was their first action when trying to get information for an assignment. 
they cross-referenced and validated material found on the web with other sources (text books, lecture notes, etc.), to test credibility
enabling them to access up-to-date information.
Specialised subject-based sites were frequently cited.
Printed textbooks were considered by some to be outdated and difficult to digest
Online textbooks were popular in medicine and computing science
Students recognised the value of library catalogues
searching for images (to include in presentations), as well as downloading relevant Podcasts.


Communication
communication technologies to support their studies was extensive.
mobile phones to phone and text each other
instant messaging software
Email was used universally and was the main channel for communication with tutors.
Students expected and generally received quick responses to their emails
Low cost communication technologies were considered invaluable
more ambivalent about the value of discussion forums.
Student use of blogs varied; some used blogs as a means of reflecting on their learning, whilst others used them more as an information source or ‘expert filter’


Assignment preparation
A high proportion of reported ICT-usage was in connection with assessed work.
Students used Word  and PPT to write assignments/notes and oral presentations.
extensive use of the e-portfolio integrated into their virtual learning environment (VLE) 
self-assessment was likely to be an important part of their future post-university continuing professional development (CPD) activities.


Integrated learning
VLE only one like to use most, and ten listed a VLE as a dislike.
appear to centre on whether the VLE was well designed, relevant to their needs and appropriately embedded into the culture of the course
alternative sources of course-related information (such as tutor or fellow-student websites), more important
Tutor usage appeared patchy with only a selection using it as a primary course tool.
particular technologies served individual learning style and needs
students who worked part-time, had children, lived some distance from campus or had heavy work placements, really appreciated access to an integrated set of online course-related information and resources.
download lecture notes or view course timetables
importance of face-to-face contact with tutors was still considered necessary and important
benefit of meeting with classmates and tutors to discuss work issues
Face-to-face contact was considered vital in building a sense of community or ‘belonging’ to the class or study group.
arguing that online communication did not provide the same quality, value for money or degree of interaction.