Alshare, K., Miller, D., & Wenger, J. (2005). An exploratory survey of student perspectives regarding search engines. Delta Pi Epsilon Journal, 47(2), 75-82.

This study explored college students' perceptions regarding their use of search engines. The main objective was to determine how frequently students used various search engines, whether advanced search features were used, and how many search engines were used. Various factors that might influence student responses were examined. Results showed that 94[percent] of the students used search engines for class-related activities. Almost 61[percent] of them used search engines one to two times per day and 28[percent] used them three to four times per day. Males were more likely than females to use search engines for news, weather, and sports activities; females were more likely to use them for travel information. Yahoo and Google received the highest overall ratings. Business majors were more likely than non-business majors to use search engines for class-related activities and to use advanced search techniques.

Cheung, W., & Huang, W. (2005). Proposing a framework to assess Internet usage in university education: An empirical investigation from a student's perspective. British Journal of Educational Technology, 36(2), 237-253.

University administrators are continuously investing in Information Technology (IT) to support learning and help deal with educational budget cuts. Instructors are increasingly making their teaching materials available on the Internet. While administrators and instructors would like to make the Internet an effective educational tool, they need to understand what their students' attitudes towards using it are. Since the use of the Internet in university education is still in its early stages, many issues regarding its use have not been fully addressed. This study was conducted to provide a better understanding of how the Internet is used in university learning from a student's perspective. Our research framework is based on the Theory of Reasoned Action, Technology Acceptance Model, and IT Diffusion Process Model. We use a survey conducted among university students to explore these issues. Research findings provide some useful insights for university administrators and educators.

Kinzie, M.B., Whitaker, S.D., & Hofer, M.J. (2005). Instructional uses of instant messaging (IM) during classroom lectures. Journal of Educational Technology & Society, 8(2), 150-160.

Can "Information Age" learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of instructionally-related instant messaging (IM) discussions during undergraduate university lectures. Over the course of three weeks, students practiced with and then employed hand-held computers for brief, synchronous class discussions in response to assigned questions related to the lectures. Students were observed during these sessions, and students and the instructors were interviewed separately afterwards. The contents of students' discussions indicate that they were capable of engaging in on-task discussions and of expressing opinions and exploring instructionally relevant topics. However, even though students routinely multi-task in classrooms as they attend to lectures, process the contents, and record notes for later study, both students and the instructors expressed some discomfort with discussion occurring synchronously with classroom lectures. In this paper, we describe student discussion behavior, and reflect on possible applications of multiple sequential (rather than simultaneous) tasks during classroom instruction.

Young, J.R. (2005). Professors give mixed reviews of Internet's educational impact. The Chronicle of Higher Education, 51(49), A32.

A recent study has revealed that professors give mixed reviews of the Internet's educational impact. Forty-two percent of participating professors said they had seen a decline in the quality of students' work, only 22 percent said the quality of students' work had improved, and 67 percent said the Internet had improved their communications with students.

Katsinas, S.G., & Moeck, P. (2002). The digital divide and rural community colleges: Problems and prospects. Community College Journal of Research and Practice, 26(3), 207-224.

This article reviews four major reports of the National Telecommunications and Information Administration, an agency of the U.S. Department of Commerce, regarding the digital divide and rural community colleges. The first report was published in 1995; subsequent reports were issued in 1998, 1999, and 2000. It is clear that a "digital divide," as measured by lower penetration rates of telephone usage, personal computer ownership, and Internet access and usage, exists in rural America. These lower rates exist for nearly every category measured, including single parent households, young and old persons, minority and majority populations, persons with disabilities, adult educational attainment, and income. The reports reveal that in many aspects the divide is growing. Current data on PC ownership and Internet usage are presented for dissemination to practitioners. The article concludes with a discussion of the implications of this divide for rural community college students, teachers, administrators, and policymakers.

Hansen, M.A., G.C., & Wambach, C.A. (2001). Ensuring access to the digital campus. College Student Retention Research, Theory & Practice, 3(2), 153-166.

Many students of color and students with low socioeconomic status are entering higher education with little experience in using the academic tools that are required of them on the digital campus. The lack of computer competence and access to computers can become an additional barrier to their successful completion of a degree. This article discusses: pre-college access and use by different groups of students; cross-campus computing initiatives; the potential impact of the present inequities experienced by students of color in the context of cross-campus computing; and recommendations to enhance access to computers and the computer competence of students of color.

Kuh, G.D., & Vesper, N. (2001). Do computers enhance or detract form student learning? Research in Higher Education, 42, 87-102.

Does becoming familiar with computer and information technology during college add to or detract from making progress toward other desirable outcomes of college? Based on responses to the 23 gains items from the CSEQ (including computer use), more than 125,000 undergraduates from 205 four-year colleges and universities were divided into two categories: (1) High Gainers (those who made substantial progress on using computers) and (2) Low Gainers (those reporting less progress). Increased familiarity with computers was positively related to developing other important skills and competencies, including social skills.

Marchionini, G. (2000). Evaluating digital libraries: A longitudinal and multifaceted view. Library Trends, 49(2). 304-334.

This article presents a study which described the status of a digital library. It discusses features of digital libraries; role of the digital library to scholarship and learning; and results.

Revak, M. (2000). If technology is the hammer, where's the nail? The Journal of Cooperation & Collaboration in College Teaching, 10(1), 21-23.

Because technology and educational research are progressing at rapid rates, faculty members may find it increasingly difficult to remain on both tracks simultaneously. With time at a premium, we sometimes feel that we have to choose one track and forsake the other. This article hopes to encourage faculty to ride both tracks by using technology as a tool for implementing good teaching practices.

Briggs, R.O., Ramesh, V., & Romano, N.C. (1994-1995). The exemplar project: Using group support systems to improve the learning environment. Journal of Educational Technology Systems, 23(3), 277-291.

This article describes the Exemplar Project, an application of cognitive learning theory to the development of an integrated electronic learning environment for college students based on group support systems technology. Theoretical foundations are reviewed, including feedback, cooperative learning, and structure of exposition; and results regarding participation, performance, and gender effect are discussed.