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R.I.P E-Mail * 1965 - ✝ 2015

Authors:
Walther Nagler at Graz University of Technology
Walther Nagler
Martin Ebner at Graz University of Technology
Martin Ebner
Martin Schön at Graz University of Technology
Martin Schön
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Abstract and Figures

For the ninth time, the Graz University of Technology has carried out a survey amongst its freshmen in order to find out their preferences and habits according to the use of modern IT- and Web- technologies. Besides the remarkable long-term changes in regards to the ownership of technology, the results of this year ́s (2015) survey yielded a sensation. The instant messaging client for smartphones “WhatsApp” has superseded e-mailing from its leading position of being the preferred communication media. E-mailing was displaced on second place for the first time after nine years of survey. A clear trend can be stated in regards to communication media. The influence of WhatsApp on other communication behavior, notably e-mail and SMS, as well as the lasting rise of WhatsApp itself are special focuses of this paper.
Comparison of devices used by first year's students at TU Graz between 2007 and 2015; The selection " Convertibles " is new in 2015
Comparison of devices used by first year's students at TU Graz between 2007 and 2015; The selection " Convertibles " is new in 2015
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Comparison of communication behaviour of first year's students at TU Graz between 2007 and 2015 Values similar to answers given for " often " and " daily use " Which Trends Can be Seen in Regards to Internet Access at Study Home? This year´s (2015) results in regards to Internet access at study home fit into the long-term average (compare figure 3). Only little insignificant shifts can be noticed. All trends can be confirmed. Even the overall view does not indicates major changes. The fluctuating trend to more Internet access at all is keeping on since the beginning of the survey (from 105% in 2007 to 130% in 2015).
Comparison of communication behaviour of first year's students at TU Graz between 2007 and 2015 Values similar to answers given for " often " and " daily use " Which Trends Can be Seen in Regards to Internet Access at Study Home? This year´s (2015) results in regards to Internet access at study home fit into the long-term average (compare figure 3). Only little insignificant shifts can be noticed. All trends can be confirmed. Even the overall view does not indicates major changes. The fluctuating trend to more Internet access at all is keeping on since the beginning of the survey (from 105% in 2007 to 130% in 2015).
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Comparison of Internet access at study home of first year's student at TU Graz between 2007 and 2015 Which Trends Can be Seen Towards the Usage of IT at Secondary School Level? One important focus of the annual questionnaire is on the usage of IT at secondary school level. It is a "barometer" reflecting the general Austrian education politics. Although the IT usage at secondary school level remains very low compared to private usage, the slight uprising trend towards LMS is unbroken. The overall usage (compare figure 4) displays a clear statement on the usage of office software mostly associated with Microsoft products (MS Word, MS Excel and MS Access). Compared to last year´s (2014) results we even have a little loss in the usage of office applications and in the selection "learning with PC". In addition, the use of Moodle as LMS is a bit declining at the expense of other comparable platforms. While the value for "never" use of other platforms almost reached 70% in 2014, this value went down to 50% in 2015! On the other hand, the "rarely" use increased from 20% (2014) to 33% (2015) as well as the ones for "often" and "daily" did so a very little too. The results for "Online courses" remained nearly the same. Thus, the uprising trend of the use of LMS at secondary school level, which can be seen in figure 5, is mainly caused by other platforms than Moodle. This is a noteworthy fact we have to keep eyes on for further research work.
Comparison of Internet access at study home of first year's student at TU Graz between 2007 and 2015 Which Trends Can be Seen Towards the Usage of IT at Secondary School Level? One important focus of the annual questionnaire is on the usage of IT at secondary school level. It is a "barometer" reflecting the general Austrian education politics. Although the IT usage at secondary school level remains very low compared to private usage, the slight uprising trend towards LMS is unbroken. The overall usage (compare figure 4) displays a clear statement on the usage of office software mostly associated with Microsoft products (MS Word, MS Excel and MS Access). Compared to last year´s (2014) results we even have a little loss in the usage of office applications and in the selection "learning with PC". In addition, the use of Moodle as LMS is a bit declining at the expense of other comparable platforms. While the value for "never" use of other platforms almost reached 70% in 2014, this value went down to 50% in 2015! On the other hand, the "rarely" use increased from 20% (2014) to 33% (2015) as well as the ones for "often" and "daily" did so a very little too. The results for "Online courses" remained nearly the same. Thus, the uprising trend of the use of LMS at secondary school level, which can be seen in figure 5, is mainly caused by other platforms than Moodle. This is a noteworthy fact we have to keep eyes on for further research work.
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Usage of Web2.0 and Internet offers of first year's students at TU Graz in 2015, part 1
Usage of Web2.0 and Internet offers of first year's students at TU Graz in 2015, part 1
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No Usage of Web2.0 and Internet offers of first year's students at TU Graz in 2015, part 2
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No Usage of Web2.0 and Internet offers of first year's students at TU Graz in 2015, part 2
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Content may be subject to copyright.
R.I.P E-Mail * 1965 - ✝ 2015
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Introduction
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               %!     
%%?+?0& 
,---?!"!+?"0
 + 7" ) .88;0 ',- +9,--/0  !' + 
,-.@0 ?+,-./0
6)< 
%!%%)%%!
A) %%A!!A'
!    !%   %%

Nine Years of Survey
",--B9%!"?+9"?0+0)
'   !)  C !     9"?
% '   ! 'C!  C 
  ! +7 ,--80+ 7,-.-0+ 
,-..0+ ,-.,0+ ,-.D0+ ,-.@0+,-./0&'
,-    "  '      '      !    %        %%    
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EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
C     %%=! /-E    &,-./   
!%FGG8  % ;G/. C,--B+,--BF/BG,--GFG,.
,--8FB/B,-.-FB-,,-..F;D,,-.,FB./,-.DFBG8,-.@F8;G,-./FGG80
Results and Findings of 2015 Survey
Which Trends Can be Seen in Regards to the Ownership of Technology?
$.%!%% '< ,--B
,-./(,--B%!
 & * +,-./0   1: 2:  H1I 2 
  %%&!%% 
 !%  19 2 * "3'" H 
 !) % 
Figure 1J:!% < ,--B,-./>
1: 2,-./
:!%    *+,-.@0    !K   !
      ) 3%+
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  !)3$!%3%%3
!&3:C%
%%  CL  3: C  !:  % !
:   !    !         %%  !
%1?%%H )2 :  
:: 3&'!! 
 =% ! )    %%   ! '  !
./E))%! %!
8BE  '  !%  %    !%   !J 
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EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
!   +;BE0  %%*3 +,GE0  !) $ ! !  
%  !  %      & C  !    !
",-.D!% !>

Which Trends Can be Seen in Regards to Communication Behavior?
*+,-./0%!! C+!%,0)
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!!! %% &'! BE )$ )! .@E 
"",,EL9%% %%!%""
   !  1 2 
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!!& !!/-E
 ,-E    $ ) :!%   *  +,-.@0    '! $ ) "" 
%%! '!$&=%GE
     !   %%  !   ! &
! &M:
"%%!!&C%%"%
3%  &  DE!  ")% %%
!)!!!!!
,--E,--8,/-E,-.-+ $ )0D;-E,-./+ %%0
Figure 2J:!%!! < ,--B,-./
M!1212
Which Trends Can be Seen in Regards to Internet Access at Study Home?
*+,-./0&!'!+!%D06
       !       !K
!&)% +!.-/E
,--B.D-E,-./0
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Figure 3J:!%&!< ,--B,-./
Which Trends Can be Seen Towards the Usage of IT at Secondary School Level?
6!%     C    &    &  1 !2
         %     &          !   
!%  %    %  ?"   )   +!%  @0
%!!%+""=
"0:!%*+,-.@0%%
  1  3:2 &       ?"      =%  
!%  %!  12  %! ! B-E ,-.@ 
/-E,-./L612!,-E+,-.@0DDE+,-./0
1212162!!%
?" /! %!
)%)
Figure 4 leftJ:!%'%!3:
<,-./
Figure 5 rightJ6!%'%!
< ,--8,-./
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,-./
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,-./
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Which Trends Can Be Seen According Web 2.0 Activities in Regards to General Usage and for Learning?
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)%!!81)21)%%2
+)08 $.-!%12
12 +12120+,-.D,-./0$..
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C,-.@!)OC
..=% =!%1""2""!12
+D;E0 +G0I      12 12  12
12 +D-E0 & 12 +GE0 ""
%%! 8?D/E""
!%!"") )%%
  C     ""      +!% %   ,0  
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EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
 .-1212!
1212..>,-..
!%% %%% 
 12  &      12     ! ! 12 
%%%%$121=2
+!"!%01)%2!% 1N 21'
21%%2 19% =2 1 2 + ! " =!%0 $!  
! 12121)%2+G,E01=2+BDE0
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Figure 11J:!%12 ,-&,-..,-./>
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R.I.P E-Mail * 1965 - ✝ 2015
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     %%%  ))'! ! % 
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?%%%!!0 ! %!% %%
'!!!! =
Conclusion
*+,-./0!! ",-.@%%
 %'!!!+,-./0'!""
= %%!)  '!""1 2  
!!!%!*!!
%  = !     !  
!& ! %%!!%
 !! '! ""  %! )$ )  $ 
))%!!
References
! +,-.@0Preparing teachers for a mobile world, to improve access to education3%,-.@
"%%.'.B
:>?979 P+,--;0?T3J"=%$Q%JP&":U
%JHHK)HH%!!H%H!+J%,-.;0
9"+,--/0'?,-:'?6 ,--/+.-0
 7+,-.-0I ,-Q%A&JWorld Conference on Educational Multimedia, Hypermedia
and Telecommunications 2010,%@--.'@-.-:%)MJ:
VWXYZ[\]^[\_`abYZ[\c^\d\efghX[\]^\ijkllm^\ngY\o`fYWppq\rYXYZ`stpX\uppX\pZ\u`XY\vpZ\VwxY`ZXtXa\`s\yXtzYZ{tstY{|\}X: World
Conference on Educational Multimedia, Hypermedia and Telecommunications 2011,%D/@8'D//B:%)MJ:
 >>"#+,-.,0Have They Changed? Five Years of Survey on Academic Net-Generation&J:
!I%!!!,-.,"D@DSD/D:%)MJ:
 7"#+,-.D0"I?9% =29$":
 ,-(A&J:!I%!!!,-.D%%@D'/D
:%)MJ:
 7"#+,-.@09N"A9 "9&!%6"A
&J:!I%!!!,-.@%%,D-B',D.,:%)MJ
:
$ "3)Q +,-./0P&,-./P&!+'0(!!.,'
.8'P~9%~$ "•%JHH!%H!HP&'
%./HP&€,-./%+,-.;'-@',.0
I" )+.88;0!3J6I':'
($ .88;,/-%
7 +,--80&NQ$+=0'A&: World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2009"@D@@S@D/.:%)MJ:
 "#+,-./0$ )"%%L&JWorld Conference on Educational Multimedia,
Hypermedia and Telecommunications 2015%%.DGD'.D8,:%)MJ:
6 9976 P?+I0+,--/0 J
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EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
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... Aktuelle, technologisch relevante Entwicklungen Schenkt man der JIM-Studie glauben, so haben heute in Deutschland 97 Prozent der Jugendlichen ein Smartphone und 99 Prozent Zugang zum Internet (Feierabend et al. 2016). Auch in ?sterreich zeigt eine Studie von Nagler et al. (2016) ?hnliche Werte. ...
Mobile Seamless Learning
Chapter
Full-text available
  • May 2018
Mobile Geräte möglichst nahtlos beim Lernen und im Unterricht zu integrieren, ist eine Zielsetzung des Mobile Seamless Learning. Genau genommen soll das Lernen in unterschiedlichen Räumen – inner- und außerhalb des Klassenzimmers, im physischen wie auch im virtuellen Raum, möglichst einfach gelingen. In diesem Beitrag wird die Entwicklung des Mobile Seamless Learning-Ansatzes sowie seine Bedeutung skizziert. Fünf konkrete Einsätze, die dem Mobile Seamless Learning-Ansatz zugeordnet werden, geben Einblick in die praktische Realisierung in unterschiedlichen Lernkontexten. Schließlich werden wichtige Erfahrungen zusammengefasst und Empfehlungen für eigene Umsetzungen gegeben.
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... Der Besitz von Mobiltelefonen ist bereits bei 10-und 11-jährigen sehr hoch (Grimus & Ebner, 2016). Wenig überraschend weisen Studienanfänger/innen daher eine nie dagewesene Ausstattung an technischen Endgeräten aus, die vor allem sehr stark zu Kommunikationszwecken verwendet werden (Nagler et al, 2016). Kurzum kann man zusammenfassend festhalten, dass Medieneinsatz für Lernzwecke (Ebner et al, 2013a) für Jugendliche von heute normal und alltäglich geworden ist -also integraler Bestandteil ihrer Lernumgebung. ...
Brauchen die Studierenden von morgen noch E-Learning?-... oder E-Learning im Jahr 2034
Chapter
Full-text available
  • Feb 2018
Die Digitalisierung der Hochschule und damit auch oder insbesondere der Hochschullehre ist eines der großen Themen dieser Tage. Durch den digitalen Wandel und die ständig zunehmenden technischen Neuerungen werden viele Prozesse unseres Alltags grundlegendend verändert. Hatten wir noch vor wenigen Jahren einen analogen Kalender mit uns, so gibt es heute eine mobile App. Mussten wir vor der Jahrtausendwende auf das Telefon ausweichen, wenn wir miteinander über große Strecken kommunizieren wollten, so gibt es heute viele mobile Apps die Kommunikation erlauben. Werden heute noch die meisten Glühbirnen mittels Lichtschalter aus- und eingeschaltet, so erlaubt uns das zukünftige Smart Home bereits die Verwendung einer App dafür. Diese Beispiele lassen sich beliebig fortsetzen und je länger man darüber nachdenkt, versteht man, dass wir am Aufbruch in ein komplett neues Zeitalter stehen, welches nur schwer vorherzusagen ist. Jetzt steht aber das Bildungssystem vor enormen Herausforderungen, wenn man bedenkt, dass der Anspruch ist, Schülerinnen und Schüler bzw. Studentinnen und Studenten auf den Berufsalltag vorzubereiten. Vor allem wenn man berücksichtigt, dass ein/e Schulanfänger/in im September 2017, die Primarstufe 2021 abschließt und 2029 zum Abitur antritt. Im besten Falle erfolgt der Bachelorabschluss 2032 und der Master im Jahre 2034. Wenn man nur davon ausgeht, dass die technische Entwicklung der letzten 17 Jahre gleich konservativ voran schreitet, wird es viele neue technische Errungenschaften geben die heute noch nicht bekannt sind. Um die Jahrtausendwende gab es so z.B. noch kein Web 2.0, d.h. die Idee dass die Gesellschaft aktiv am Internet teilnimmt, war damals noch kaum vorstellbar. Facebook, Whatsapp & Co war noch Zukunftsmusik und auch Smartphones (egal ob iPhone oder Androidgeräte) noch gar nicht „erfunden“. Kurzum es ist schwer einen „richtigen“ Weg in die digitale Zukunft der Hochschullehre aufzuzeigen, trotzdem gibt es wohl wichtige Stoßrichtungen um zumindest in die richtige Richtung zu gehen. Dazu werden hier fünf Fragen gestellt und versucht darauf auch Antworten zu geben.
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Why Facebook Swallowed WhatsApp!
Conference Paper
Full-text available
  • Jul 2015
Since 2007 Graz University of Technology has undertaken questionnaires on its first- year students. The main goal of that annual survey basically concentrates on the IT- and Web- competences as long as they are related to e-learning. The long-term results display progresses and trends that need to be taken into account for a university ́s e-learning strategy. The results of this year mainly state a tremendous triumph of the application WhatsApp. It ́s influence on the usage of other applications and it ́s relation to Facebook is specially focused. There is no evidence that using WhatsApp has a negative effect on Facebook. Quite the contrary; WhatsApp is another big push on the steady growing usage of modern media for learning purposes.
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Do You Mind NSA Affair? Does the Global Surveillance Disclosure Impact Our Students?
Conference Paper
Full-text available
  • Jun 2014
In summer 2013 the discussion about security and Internet peaked when the ex-NSA contractor Edward Snowden uncovered secret details about his former employer NSA. Since then bad news and stories about government surveillance have come along daily worldwide. But did they change anything according to our way of working and living with the Internet? We wanted to know, whether there is a change of Internet behavior to be determined among freshmen coming to Graz University of Technology. On base of an annual questionnaire that is carried out by the Department of Social Learning at TU Graz since 2007 we found out that although a quarter of polled students are influenced by those disclosures there is no decrease in Internet usage to be realized compared to former years results; quite the reverse: applications working on cloud-principle like Dropbox are strongly upcoming. Apart from that, the long term survey generally mirrors new media competences and Internet usage of TU Graz freshmen. This paper discusses this year´s results and progressions of the survey.
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Preparing teachers for a mobile world, to improve access to education
Article
Full-text available
  • Feb 2014
Recent statistics on the use of mobile technology proclaim that the world is becoming mobile. People use their phones to socialize, to conduct business, to search for information, and more. For the first time in history, people around the world have the potential to learn from any location at their own convenience. But first, education systems must change, to facilitate mobile access to education. As this article describes, the most important change will be training teachers, both in pre-service programmes and through professional development, to use the technology to design and deliver education and to create bridges to informal learning. The article also describes some projects around the world that are helping to prepare teachers for the mobile world, and some pilot projects using the technology. Most such research, however, is limited to short-term studies focusing on learners’ satisfaction with mobile learning. Future studies must consider its long-term benefits and its impacts on performance and retention. As mobile technologies emerge, teachers have to keep up with the changes so that they can take advantage of the power of the technology to design and deliver education.
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  • Oct 2005
  • S Downes
Downes, S. (2005). e-Learning 2.0, ACM e-Learn Magazine, October 2005 (10)
Why Facebook Swallowed WhatsApp! Educating the Net Generation
  • May 2005
  • 1383-1392
  • W Nagler
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Nagler, W., Ebner, M., Schön, M. (2015). Why Facebook Swallowed WhatsApp!. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1383-1392 Chesapeake, VA: AACE Oblinger, D. D. & Oblinger, J. L. (Hrsg.). (2005). Educating the Net Generation. Available at: http://www.educause.edu/educatingthenetgen (last visited: April 2016)
Seamless Learning in the Age of Mobile Connectivity Heidelberg Preview version of this paper. Content and pagination may change prior to final publication
  • Jan 2015
  • L.-H Wong
  • M Milrad
  • M Specht
Wong, L.-H., Milrad, M., Specht, M. (2015) Seamless Learning in the Age of Mobile Connectivity. Springer. New York / Berlin / Heidelberg Preview version of this paper. Content and pagination may change prior to final publication.
Is Your University Ready For the Ne(x)t-Generation?
  • Jan 2009
  • 4344-4351
  • W Nagler
  • M Ebner
Nagler, W. & Ebner, M. (2009). Is Your University Ready For the Ne(x)t-Generation? In: World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, S. 4344 -4351. Chesapeake, VA: AACE.
Generation @, Die Medienrevolution entlaßt ihre Kinder: Leben im Informationszeitalter version of this paper. Content and pagination may change prior to final publication
  • Jan 1999
  • H W Opaschowski
Opaschowski, H. W. (1999). Generation @, Die Medienrevolution entlaßt ihre Kinder: Leben im Informationszeitalter. Hamburg/Ostfildern: Kurt Mair Verlag Preview version of this paper. Content and pagination may change prior to final publication.
LXP:Student experiences of technologies
  • Apr 2006
  • G Conole
  • M De Laat
  • T Dillon
  • J Darby
Conole, G.; de Laat, M., Dillon, T. & Darby, J. (2006). LXP:Student experiences of technologies. Final Report: JISC UK, http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/learneroutcomes (last visited: April 2016)