2023 Students and Technology Report: Flexibility, Choice, and Equity in the Student Experience

Published:: Wednesday, August 16, 2023

Author(s) and Contributors:: Author(s): Mark McCormack

Source(s) and Collection(s):: Sources(s): EDUCAUSE Research Collection(s): Research Hub Research Report Students and Technology Studies

ParentTopics:: Accessibility Assistive Technology Diversity, Equity, and Inclusion (DEI) Digital and Web Accessibility Digital Learning Hybrid Learning Learning Environments Mental Health and Wellness Mobile Computing Online Learning Student Engagement and Interaction Student Experience Student Learning Support Student Technology Use

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What does it mean to be a student in 2023, on the fading tail end of a global pandemic and in the midst of lingering uncertainty about the world? What do students still need from a postsecondary education, and where does technology serve as a fulcrum—for better and for worse—both opening and closing students’ paths forward through their educational journeys?

In this report we draw on data from EDUCAUSE’s 2023 Student Survey to offer higher education leaders and decision-makers key insights as they consider what these questions might mean for their particular institutions and communities.

The report explores findings across three main areas, each representing a key challenge (and opportunity) institutions are going to face now and in the future:

Supporting students on and off campus
The role of students as consumers in the educational marketplace
Equity and accessibility in teaching and learning

Read the Introduction >

Supporting Students On and Off Campus

Chart showing percentages of students who prefer on-site modalities for specific learning activities, broken out by whether they live on campus or off: Lab or interactive work (95% of on-campus students prefer this activity to be on-site, compared to 61% of off-campus students); Class discussions (93% and 46%); Group activities (93% and 60%); Giving a presentation (88% and 49%); Instructor lecture (85% and 48%); Peer/tutoring meetings (81% and 49%); Office hours (76% and 47%); Research (70% and 30%); and Exams (68% and 32%) — **Preference for On-Site Modality, by Residency**

Residential choices are driven by life circumstances and preferences, and so too are learning modality choices.

Empowering Students to Choose

Chart showing satisfaction with hybrid courses, by whether students were allowed to choose the learning modality. Among those who did not have a choice, 2% were very dissatisfied, 17% were dissatisfied, 33% were neutral, 37% were satisfied, and 11% were very satisfied. Among those who did have a choice, 0% were very dissatisfied, 7% were dissatisfied, 23% were neutral, 50% were satisfied, and 20% were very satisfied. — **Hybrid Course Satisfaction, by Student Choice of Engagement**

The option of choosing modalities can go a long way toward improving hybrid course experiences for certain populations of students.

Learn more about empowering students to choose >

Accessibility in Teaching and Learning

Chart showing satisfaction with technology supports, broken out by disability. Among all students, 10% were very dissatisfied or dissatisfied, 22% were neutral, and 67% were satisfied or very satisfied. Among students with a learning disability, 8% were very dissatisfied or dissatisfied, 31% were neutral, and 62% were satisfied or very satisfied. Among students with a mental health disorder, 10% were very dissatisfied or dissatisfied, 27% were neutral, and 63% were satisfied or very satisfied. Among students with a mobility impairment, 35% were very dissatisfied or dissatisfied, 29% were neutral, and 35% were satisfied or very satisfied. Among students with a sensory impairment, 8% were very dissatisfied or dissatisfied, 54% were neutral, and 39% were satisfied or very satisfied. — **Overall Satisfaction with Technology Supports and Services, by Reported Disability**

For students reporting any of the types of disabilities or impairments we asked about, their assessments and experiences of the technology supports and services provided by their institution differed significantly from the experiences of other students, almost always in negative ways.

Reflections and Next Steps

While institutions might take any number of steps to explore and respond to the reflections outlined in this report, several possible next steps may be more feasible and immediately actionable than others.

Read the reflections and next steps >

Read the Report