1、The Impact of The Internet Among College Stude nts小組成員:涂洪棟20104011李祖杰20104024吳亮20104001楊卿20104017課程：新編大學英語指導教師：堯麗云制作時間：二零一二年五月二一日江西農業(yè)大學The Impact of The Internet Among College Stude ntsTable of contents :Tableof Contents2Abstract(Chinese) 3Abstract3Todays Collegs Students4Stude nts use the In ternet

2、 most ofte n to 5Gami ng and College Student& 6Con troversial In ternet Use -7In ternet Addicti on: Is it Real?10Student s Academic Uses of the Inte rnet1115Faculty Use of the In ter net 13 questi onn aire survey摘要網(wǎng)絡文化”無論就其內容還是形式而言，都迥異于以往所有的文化，并對傳統(tǒng)文化造成很大的沖擊，其來勢如黃河之 水滔滔不絕，不能不引起我們的重視。那么，網(wǎng)絡給大學生 的生活和學習帶

3、來哪些沖擊和變化？關鍵詞：網(wǎng)絡、大學生、影響AbstractThe culture of the internet has a great difference with the culture of before in content and form,and has made a big wallop with huge power to the traditional one.We can not ignore its big influence as its coming .So, what does the internet changed the style of college

4、students life and study?Key words:internet college student impactIntroductionToday s College Students? They have n ever used a bottle of White Out. ”? fSpam and “cookies ” are notnecessarily foods.? Ctrl + Alt + Del ” is as basic as ABC. ”? They have n ever bee n able to find the “retur n” key.? Com

5、puters have always fit in their backpacks.? They have n ever gotte n excited over a telegram, a long dista nee call, or a fax.? Computers have always suffered from viruses.? They have done most of their search for the right college on li ne.? They dont remember whe n cut and paste invo Ived scissors

6、.? They may have falle n asleep play ing with their Gameboys in the crib. College stude nts grew up with the Intern et.? Today s college freshma n were about 7 years old whe n browsers cha nged the In ternet.? The Net Gen of college stude nts is quite comfortable with computer use.? Many bega n usin

7、g computers duri ng early childhood (20% betwee n 5 and 8).? 85% have their own computer at college.? 57% use the Internet for something other than email at least once a day.Net Gen In formatio n Process ing?f Hypertext minds - they leap around.? A lin ear thought process is much less com mon tha n

8、the ability to piece information together from multiple sources.? Ability to read visual images? Visual-spatial skills? In ductive discovery? Atte nti onal deployme nt? Fast resp onse timeCharacteristics of the Net Gen? Are more comfortable compos ing docume nts on li ne tha n Ion gha nd.? Have tur

9、ned rememberi ng (ph one nu mbers, meet in gs, etc.) over to a tech no logy device.? Are con sta ntly conn ected. The Internet always on. Cell phone is always there.? Can effectively en gage in many differe nt activities at one time.? Play video or computer games.Is there a digital divide among coll

10、ege students? A gap in Internet use among the major racial and eth nic groups in the Un ited States.? Race/ethnicity is a significant predictor of Internet hours.? Significant differences among races/ethnicities persist even when year in school is con trolled.? Hav ing a computer in the home of orig

11、 in in flue nces internet use.Students use the Internet most often to? Commu nicate socially 42%? En gage in work for classes 38%? Be en tertai ned10%? Communi cate professi on ally7%? Do n t know2%Internet as Mail Pige on: a Social Tech no logy? In tegrated into their daily com muni catio n habits.

12、? 69% more likely to use the phone tha n the Internet to com muni cate socially.? 85% consider the Internet to be an easy and convenient choice for com muni cati ng with frie nds.? Cell phone use while being on li ne is prevale nt.? 72% check email at least once a day.? 66% use at least two email ad

13、dresses.? 59% use In sta nt Messagi ng (IM).? 42% use the Internet primarily to com muni cate? socially.? 37% forward messages to friends or family (most popular online social activity).Internet as Library? 73% use the Internet more tha n the library.? On ly 9% use the library more tha n the In tern

14、et.? Time spe nt in the library has decreased.? Library use has in creased with on li ne access to materials.Internet use for health in formati on? 74% have received health in formatio n on li ne.? More tha n 40% freque ntly search the Internet for health in formati on.? 53% would like to get health

15、 in formati on on li ne.? 28% reported that they would like to atte nd a health program on li ne.Job Search Resource? The Internet earned the highest marks as very valuable from more tha n 40 perce nt of resp onden ts.? Career web sites were highly rated by about a fifth of graduati ng stude nts.? J

16、ob posti ngs on career cen ter web sites were a freque ntly-used resource. Internet as Amuseme nt Park? On ly 10% use the Internet primarily for en terta inment.? 78% have gone online just to browse for fun, compared to 64% of all Internet users.? 60% have dow nl oaded music files compared to 28% of

17、 the overall populati on. ? Gami ng is virtually a com mon place.Gami ng and College Stude ntsComputer, video and on li ne games are wove n in to the fabric of everyday life.- a social/socializing activityin tegrate gam ing into their dayMost associate positive feeli ngs with gam ing-“ pleasant ”(36

18、%)-“ exciting ” (34%)-“challenging ”(45%)Fewer reported gam ing made them feelfrustrated (12%)-bored (11%)-stressed (6%)100% have played a video, computer, or on li ne game at one time or ano ther.70% play video, computer or on li ne games at least once in a while.65% are regular or occasi onal game

19、 players.Students cited gaming as a way to spend more time with friends.20% of gam ing stude nts felt moderately or stron gly that gam ing helped them make new friends as well as improve existi ng frie ndships.60% agreed that gam ing, either moderately or stron gly, helped them spe nd time whe n fri

20、ends were not available.65% said gam ing has little to no in flue nce in tak ing away time they might spend with friends and family.48% agreed that gaming keeps them from studyingome” or a lot.”9% admitted that their main motivation for playing games was to avoid study ing.32% admitted playing games

21、 that were not part of the instructional activities duri ng classes.29.1% used the university s computers to play computer games.9.9% believe there should be a university rule prohibiting students fromplaying computer games on the university s computers.TUfiN OFFTHEJASCN ?it s BtTiMET wup 馬OR ITl 証

22、FORCED詢PlTwfc FLOOR with XOU,NOT YEFY HEAVYYWr?E LUCKYFOP AN 曲GI CANT RLACHTHE KIYBqARD, Pfl BE you WTm liGhTnimG,GLOS?Con troversial Internet UseCon troversial Web Sites? racist sites? weap ons sites? drug sites? term paper sites? pirating (copying software illegally) sites? fake ID sites (fake ide

23、 ntificati on)? gambli ng sites? porno graphy sitesPaper Mills, Porno graphy, & Pirati ng?17% have used the Internet to cheat on class assig nmen ts.? 38% have accessed porno graphy Web sites.? 9% have accessed sites that invo Ive illegal drugs.?18% have successfully accessed some one else s e-mail

24、acco unt without theother person s knowledge.(Sample = 985 college stude nts)Porno graphy on the Web? 38.4% have accessed deliberately.? 60.7% have not accessed deliberately.? 55.9% have accide ntally accessed.? 4.6% that they thought that they were addicted to Internet pornography.? 24% thought tha

25、t the university should block Web sites that contain pornography; 60% indicated no, and 15.4% were not sure”Porno graphy on the Web? Males more likely tha n females-indicate that they accessed pornography Web-report that they thought that they were addicted to In ternet porno graphy? Females more li

26、kely tha n males-report accessing pornography sites by accident-indicate that they believed that the university should block porno graphy Web sitesIllegal Drug Web Sites? 9.5% accessed Internet sites that describe how to manu facture illegal drugs.? 2% indicated they had attempted to manufacture ill

27、egal drugs based on in formatio n found on the In ternet.?1.7% in dicated that they had successfully manu factured illegal drugs based onin formatio n found on the In ternet.? Males were more likely than females to access drug sites, attempt to manu facture drugs, and successfully manu facture drugs

28、.Illegal Weapo ns Web Sites? 5.4% have accessed Internet sites that describe how to manu facture illegalweap ons.?2.7% have attempted to manu facture illegal weap ons based on in formatio nfound on the Intern et.? 2.2% have successfully manu factured illegal weap ons based on in formatio n found on

29、the Intern et.? Males were more likely than females to access weapons sites, attempt to manu facture weap ons, and successfully manu facture weap ons.Racist Web SitesFake ID Web Sites4.7% visited Internet sites that sell or explain how to make fake IDs.2.4 % had manu factured a fake ID based on in f

30、ormatio n found on the In ternet.1.6% ordered a fake ID from an Internet site.1.9% percent received a fake ID from an Internet sites.1.9% had used a fake ID obtained from an Internet site.? Males were more likely tha n females to visit fake ID sites, to manu facture fake IDs, and to receive fake, an

31、d to use fake IDs obta ined from the In ternet.Gambli ng Web Sites? 9.2 % in dicated that they had visited on li ne gambli ng sites.? 3.8 % in dicated that they placed bets at these sites.? 2% thought that they were addicted to on li ne gambli ng.? Males were more likely tha n females to visit on li

32、 ne gambli ng sites, place bets on these sites, and report that they were addicted to on li ne gambli ng.In appropriate E-mail?16.7% had received a threate ning e-mail message.?8.9% had sent a threate ning e-mail message.?16.5% believe that some one has gained access to their e-mail acco untswithout

33、 their permissi on.?19.3% have attempted to gain access to an e-mail acco unt that was not theirown.18.6% reported that they have successfully logged into some one ees e-mail acco unt without the owne s kno wledge.Males were more likely to send threate ning e-mail messages.Females were more likely t

34、o attempt to gain access to an e-mail acco unt that was not their own.TINA. bJHY DID YOU C執(zhí)lL nt A FLAWINGK UFB. JiMJ.THAT 2X5 E-MIL PERSONALITY, HY REAL-TirAE PERSON ALITY IS KIND frND GENTLE.OH.0AYSPEAKTO ZE AGAIN ” YOU MISERABLE CLUfAp OF DE-Pirat ing?11.4% reported they used Internet sites to pi

35、rate (illegally copy) software.? 3.9% used the university s computers to download the pirated software.? Males were more likely tha n females to use the Internet to pirate software and to use the un iversity s computers to do so.MP3s? 62.4 reported that they dow nload music (MP3s) from the In ternet

36、.? 42.6% don t download music from university s computers or home computers.? 44.7% dow nl oad on ly from home computer? 9.3% indicated “ 1 - 3 hours” from university computers? 2% indicated “4 - 10 hours” from university computers?1.2% indicated “ more than 10 hours a week from university computers

37、?43.9% had made a CD from music downloaded from Napster or similarprograms39.4% in dicated that they would be less likely to buy music CDs because of programs like Napster.3.3% said yes, 92.7% said no, and 4.1% were“ not sure” if they thought that the university should block Web sites like Napster.W

38、ome n were more likely tha n men to dow nl oad MP3s and to make a CD from dow nl oaded music.Men were more likely than women to indicate that their university should block Web sites like Napster.Internet Addicti on: Is it Real?Opinions about Internet Addict ion? little more than a medium to fuel oth

39、er addictionssimply a manifestation of an underlying mental health problem or even an artificial product of men tal health professi on als to in crease clie ntele disorder with parallel symptoms of other Diag no stic and Statistical Manual of Men tal Disorders defi ned criteria such as pathological

40、gambli ng or substa nee abuseMight simply represe nt a“fashi on able jargo nn aengagedainiythi ngpassi on ate or any desire to repeat a rewardi ng activity as being addictedor hooked”Dear Obvousman- Wha! are I he warning signs oi an addiction to the Internet?Here arvitk1 機叩3 iipu io took fandllufM.n

41、iitixiiy io 乍hi*ii ckcrL-ave hi ynursocial skilK “總血d 詁 licti youbegin 10 seekice iiiun Ciirtuon hanctcrInternet Usage forAcademic PurposesStre ngths of the Internet for Academic WorkThe Internet offers? curre ncy of in formati on.? information in a variety of media (text, graphics, video, and audio

42、).? access to resources that many would not otherwise have an opport unity to use through digital collect ions.? access not limited by dista nee or time.Weak nesses of the Internet for Academic Work? Few centralized information filters relative to the amount of informationavailableNo explicit editor

43、ial review policies to analyze content and verify factual in formatio nLess social and professi onal pressure to en sure accuracyNo regulatory policy concerning Web-based in formatio nEase of electr onic sabotage and content alterati onMany Web sites do not have established reputati ons that can aid

44、 users in assessing the sites veracity.Professi on al-quality Web sites are easy to create and can appear credible, eve n whe n they are not.Student s Academic Uses of the Inteet? Used primarily to- com muni cate with their professors- do research/get in formatio n- view course Web sites- con tact o

45、ther stude nts- carry on email discussions with classmates- obta in grade in formatio n- complete and check homework assig nments? 79% of college studentsfeel the Internet has had a positive impact on their academic experie nee.Impact of Internet on Academic Skills? Has the Internet made college stu

46、de nts-Lazy?Procrast in at ing?-Plagiarizing? Has the Internet corrupted research skills? Do they take the path of least resista nee? Are they in formatio n illiterate?How do college stude nts use the Web for research? Two major sources1. Web resources - free via the WWW2. Online library resources i

47、ncluding full-text journal articles from library data basesFirst choice: commercial search enginesand web portals (e.g., baidu, MSN, QQ, Yahoo!)How do stude nts find new websites? Ran ked in order of importa nee:1. search engines2. surfing3. using a directory4. reading about sites5. help from classm

48、ates6. assistanee from library staffWhere do they go for help with the Web? 60% seek help from friend? 36% seek help from professor or teachi ng assista nt? 20% seek help from a libraria nHow do stude nts rate themselves? 3/4 agree completely that they are successful at finding the in formati on the

49、y n eed.? Nearly 2/3 stro ngly agree they know best what in formatio n to accept from the Web.Can stude nts evaluate in formatio n on the Web? Most (58%) believe that there is no difference in the reliability of information on websites with and without advertis ing.? Many are much more willing to us

50、e a web-based resource than a paper resource, eve n if the paper resource is more complete.Gulf betwee n Faculty and Stude nt Views? Faculty dont see the Internet as impro ving the quality of stude nt work? They see the quality of stude nt work worse ned or at best un affected by the web.? 44% of fa

51、culty feel that plagiarism has in creased as the result of In ternet access.? Faculty are startled at the in ability of stude nts to discern the differe nce betwee n quality and junk on li ne.Faculty Perceptio ns of Quality of WorkHas the intemei changed the quality of your students work9 kinak Jac

52、Atak facAQuality improved26%16%Quality worsened4735Quality unaffected1539M knowAio opinion95Source: Pew internet & American Life Project 2004 survey of 231611$ college faculty.What can faculty do? Teach critical thinking that can be applied to all learning, not just online in formati on.? Teach the

53、use of Boolea n operators for effective on li ne searches.? Teach the web con textually and con ceptually as an in formati on resource in the con text of the in formati on seek ing process.? Require an anno tated bibliography before writi ng a research paper.? Require students to provide Web site in

54、formation in citations in a research paper.? En sure stude nts un dersta nd what plagiarism is and its pen alties.osn 0 ADO|ouqo8i 18UJ81U| ind o】心|noej Duoiue aouepnaiuos 乙;euje;u| o屮 jo asp 心。弓I! vw 寸mh uuMtBuiiunmuioa jo hpm“tS HlfMffllUUJO jYrlngIrT督 再t畫看3區(qū)柑ntfsiuopn】s 屮!m uoneoiuniuiuoo 伽佃弓19UJ

55、9iu| eqt io esp 心oets;uspn;s 96s|oo 6uoluv ；3UJ3；U| oi| 丄 jo pediui oi| 丄? Faculty being trained in applicati ons such as? WebCT, Blackboard, and D2L.? May need training to use the Internet as a? com muni catio n tool for teacher-stude nt in teracti on.Expectati ons of Stude nts and Faculty? Stude n

56、ts expect n ear-ubiquitous Internet access.? Faculty are coming to expect this as well.? Stude nts and faculty expechigh speedaccess.? In creas ing expectatio ns of tech no logy use.- Stude nts critical of professors, others, who doh t use tech no logy. More critical of those who use it badly.Adva ntages of On li ne Educati onThe result of three characteristics:1. asynchronicity2. efficient information access3. in creased social dista neePote ntial Negative Impacts of Online