McGraw-Hill Education 2016 Digital Study Trends Survey

Data

Mobile learning Higher education Attitudes/Benefits/Challenges
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Digital Learning Technologies Higher education Attitudes/Benefits/Challenges
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Adaptive technology Higher education Attitudes/Benefits/Challenges
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Adaptive technology Higher education Attitudes/Benefits/Challenges
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Adaptive technology Higher education Attitudes/Benefits/Challenges
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Digital Learning Technologies, OER, LMS, Adaptive technology Higher education Usage: Current and Past
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Digital Learning Technologies, Mobile learning Higher education Usage: Current and Past
Sample Size:
2,780 McGraw-Hill Education customers and 531 online panel respondents
Sample Description:
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Sample: 
  • Hanover Research designed and administered a survey on behalf of McGraw-Hill Educa<on with the goal of assessing college students’ digital study habits and experiences. This survey examines students’ college experiences as well as their preferences and opinions regarding use of mobile electronic devices and digital learning technology (DLT) to study.
  • This analysis includes data from 2,780 McGraw-Hill Education customers and 531 online panel respondents reached in August of 2016. To qualify for the survey, all respondents had to be current students at the graduate, bachelors, or associates level.
  • Analyses compare responses from similar studies administered in 2014 and 2015 when possible. Please note that due to changes in survey design, only significant differences in ques<ons with iden<cal/very similar phrasing are reported. Responses of “not sure” are excluded from all analyses to ensure consistent and meaningful comparison.
Citation: 

McGraw-Hill Education (2016). McGraw-Hill Education 2016 Digital Study Trends Survey. Adapted from https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/highered/...

Publish Year: 
2016