College students are heavy users of the Internet compared to the general population. Use of the Internet is a part of college students¿ daily routine, in part because they have grown up with computers. It is integrated into their daily communication habits and has become a technology as ordinary as the telephone or television. This report finds that: College students say the Internet has enhanced their education, and that college social life has been changed by the Internet. The report also discusses the implications of college students¿ Internet use for the future. Charts and tables.

Expanded advice on how to use the Internet to get the most complete college facts and figures, plus a wealth of insider details that never appear in college viewbooks--even how to earn a college degree on the Internet!

Ibrahim Michail Hefzallah has been on the faculty of Fairfield University since 1968. At present, he is a professor of educational technology and the chair of the Educational Technology Department of the Graduate School of Education and Allied Professions.

The Internet has transformed higher education by changing the way universities and colleges teach students. As a result, many institutions are struggling to understand how the next generation of Internet technologies, including Web 2.0, multimedia, virtual presence, gaming, and the proliferation of mobile devices, will impact their students and infrastructures. .edu: Technology and Learning Environments in Higher Education discusses how higher education institutions can use these technologies to enable learning environments. In the future, students will have complete access to any higher education resource, including expert scholars, lectures, content, courseware, collaborative dialogues, information exchanges, hands-on learning, and research - no matter where they are located. If fully enabled, this new learning environment will blur the lines between on- and off-campus experiences and remove barriers to learning and research - greatly improving the quality of education for students globally.

An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Say Hello to Your Incoming Class—They're Not Millennials Anymore Generation Z is rapidly replacing Millennials on college campuses. Those born from 1995 through 2010 have different motivations, learning styles, characteristics, skill sets, and social concerns than previous generations. Unlike Millennials, Generation Z students grew up in a recession and are under no illusions about their prospects for employment after college. While skeptical about the cost and value of higher education, they are also entrepreneurial, innovative, and independent learners concerned with effecting social change. Understanding Generation Z's mindset and goals is paramount to supporting, developing, and educating them through higher education. Generation Z Goes to College showcases findings from an in-depth study of over 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions as well as additional studies from youth, market, and education research related to this generation. Authors Corey Seemiller and Meghan Grace provide interpretations, implications, and recommendations for program, process, and curriculum changes that will maximize the educational impact on Generation Z students. Generation Z Goes to College is the first book on how this up-and-coming generation will change higher education.

Fluency in Distance Learning offers a practical, hands-on, workshop style approach to creating an effective distance learning course. Full of specific ideas and strategies, the authors guide you through the process from beginning to end. Specific instructions are provided for setting up a course home page, developing interactive content, and utilizing a variety of multimedia resources. Fluency in Distance Learning distinguishes itself from other publications on distance learning with its straightforward, practical workshop format. Specific strategies and examples of effective distance learning course materials help instructors to build a quality distance learning course quickly and effectively regardless of the learning management system being used. A companion website contains multimedia files and interactive exercises to enhance the reader’s learning and understanding of distance learning pedagogy and content development for online courses. In addition, all the necessary media files for trainers to deliver a series of professional development workshops on distance learning, are also available.

Some advocates and more than a few critics have misconstrued the political economy of media as a unified field of inquiry. The authors from this volume, by contrast, draw from a more diverse stream of the schools of thought signified by this tradition: Neoclassical Economics, Radical Media Political Economy, Schumpeterian Institutional Political Economy, and the Cultural Industries School. The book as a whole is as alert to developments in our main objects of analysis - media institutions, technologies, markets, uses and society - as it is to changes in the world around us, including current trends in communication and media studies. The contributors show that digital media are disrupting entire media industries, but without erasing the past. Throughout, the impact of the unprecedented wave of media consolidation in the late-1990s and the financial crisis of the past few years loom large. The authors also suggest that there is no 'supra logic' of 'total system integration' that spans the network media, while insisting that one media sector is not the same as the next. Social networking activities often beg, pilfer and borrow 'content' from 'traditional media', but it remains the case that Time Warner, Comcast, the BBC and News Corp. are very different creatures than Apple, Baidu, Facebook or Google. In other words, even in the age of convergence and remix culture, different media continue to display their own distinctive political economies, as the volume's title - The Political Economies of Media - signals.

A Chronicle of Higher Education “Top 10 Books on Teaching” Selection Winner of the Virginia and Warren Stone Prize Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. “The book shares the narrative of the student experience, what happens to students as they move through their educations, all the way from arrival to graduation. This is an important distinction. [Chambliss and Takacs] do not try to measure what students have learned, but what it is like to live through college, and what those experiences mean both during the time at school, as well as going forward.” —John Warner, Inside Higher Ed

Information literacy and library instruction are at the heart of the academic library’s mission. But how do you bring that instruction to an increasingly diverse student body and an increasingly varied spectrum of majors? In this updated, expanded new second edition, featuring more than 75% new content, Ragains and 16 other library instructors share their best practices for reaching out to today’s unique users. Readers will find strategies and techniques for teaching college and university freshmen, community college students, students with disabilities, and those in distance learning programs. Alongside sample lesson plans, presentations, brochures, worksheets, handouts, and evaluation forms, Ragains and his contributors offer proven approaches to teaching students in the most popular programs of study, including English Literature Art and Art History Film Studies History Psychology Science Agricultural Sciences and Natural Resources Hospitality Business Music Anthropology Engineering Coverage of additional special topics, including legal information for non-law students, government information, and patent searching, make this a complete guide to information literacy instruction.