Generational Differences in Faculty and Student Comfort With Technology Use

• Main Authors: Amanda Culp-Roche PhD, APRN, Debra Hampton PhD, MSN, RN, FACHE, NEA-BC, CENP, Angie Hensley DNP, APRN, Jessica Wilson PhD, APRN, Amanda Thaxton-Wiggins PhD, Jo Ann Otts DNP, Sharon Fruh PhD, Debra K. Moser PhD, FAHA, FAAN
• Format: Article
• Language: English
• Published: SAGE Publishing 2020-07-01
• Series: SAGE Open Nursing
• Online Access: https://doi.org/10.1177/2377960820941394

Background Navigating through online education courses continues to be a struggle for some nursing students. At the same time, integrating technology into online courses can be difficult for nursing faculty. Purpose The purpose of this study was to assess faculty technology integration practices, student attitudes about technology use, and generational differences related to faculty and student technology use. Methods A descriptive cross-sectional survey design was used to obtain data for this study. Results Integration of technology into online courses and student attitudes about technology use were not significantly different by generation. Faculty and students from the Baby Boomer and Generation X reported less comfort using technology and higher levels of anxiety using technology than did individuals from Generation Y. Conclusion Significant generational variations were not noted in relation to technology integration into courses and overall student attitudes about technology in this study, but differences were noted in relation to comfort with use of technology and anxiety when using technology. Student learning outcomes and satisfaction with learning may be influenced by the student’s comfort using technology and faculty’s confidence in integrating and using technology to provide online instruction.