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Internet for Cambodian students: USES, ATTITUDES AND ACADEMIC UTILIZATION

Internet for Cambodian students: USES, ATTITUDES AND ACADEMIC UTILIZATION. PI: Chivoin Peou Mentor: May O. Lwin. Cambodian Internet (2008-10). Internet users: <1% (pop. 14 million) Broadband subscription: 0.2 per 100 inhabitants Number of ISPs: 34

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Internet for Cambodian students: USES, ATTITUDES AND ACADEMIC UTILIZATION

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  1. Internet for Cambodian students:USES, ATTITUDES AND ACADEMIC UTILIZATION PI: ChivoinPeou Mentor: May O. Lwin

  2. Cambodian Internet (2008-10) • Internet users: <1% (pop. 14 million) • Broadband subscription: 0.2 per 100 inhabitants • Number of ISPs: 34 • Home access: 0.43% (urban households) & 0.11% (households countrywide) • Outside-home access: 3.64% (urban households) & 0.85% (households countrywide) • Internet cafés: 320 • PC ownership: 15.7% (urban households) & 3.7% (countrywide)

  3. Internet and Education • Digital divide: Benefits vs. Exclusion • Learning resources • More positive perceptions of learning and job prospects (Cheung & Huang, 2005) • Access, uses and academic utilization • Perceptions: toy, technology, tool & tour (Taiwan, Tsai & Line, 2004) • Communicative more than academic usage (U.K., Marriott et al., 2004; Selwyn, 2008; Walmsley et al., 2003) • Chatting > games > information > pornography (China, Hong & Huang, 2005) • Online plagiarism (Selwyn, 2008; Underwood & Szabo, 2004)

  4. Objective • Exploratory – among university and high school students in the capital city • Research questions: • How do the students access and use the Internet? • What do they use the Internet for? • What are their attitudes toward the Internet? • How much of the Internet is utilized for academic purpose?

  5. The Study • Survey in mid-2009 (end of academic year) at two high schools and four universities (overall typical of the several dozens in Phnom Penh in terms of resources, qualities, specializations and tuition) • Participants: • 2,074 students (uni.=75% & high sch.=25%) • Male=54% & Female=46% • Grades (high sch.): G10=32%; G11=37%; G12=31% • Year levels (uni.): 1=33%; 2=27%; 3=22%; 4=18% • Specialism areas (uni.): Arts & humanities=39%; Social sciences=22%; Business & related=21%; Sciences=13%; Law=5%

  6. Access & Usage • Internet use experience = 85% (uni.=90% vs. high sch.=70%) • Male = 91% vs. female = 79% • Regular access points (≥1 per week) • Internet café = 46% • Mobile phone = 32% • On-campus = 25% • Home = 19% • Length of Internet experience: • <1 year = 36% • 1-2 years = 32% • 3-4 years = 21% • >4 years = 11%

  7. Internet Uses • 3 main types of common uses (from most to least common): (1) Information seeking, (2) entertainment, and (3) socialization • Longer usage experience  more information seeking, entertainment and socialization uses • Information seeking: (1) more uni. students than high sch. students; (2) more males than females • Entertainment: (1) more high sch. students than uni. students; (2) more males than females

  8. Attitude toward the Internet • Overall positive attitude toward the Internet: • Comfort: absence of anxiety about, or feeling at ease with, the Internet • Optimism: belief that the Internet has positive impacts on humans and society • Enthusiasm: feeling of excitement with the development of the Internet • Longer usage experience  more positive attitude toward the Internet • More usage for information seeking most positive attitude toward the Internet

  9. Academic Utilization • Little academic use of the Internet: • More academic use among males, uni. students, longtime users, and café and home users

  10. Conclusions • Growing access and integration, but lack of academic utilization • Common dividers: gender, educational level and resources • The importance of public access venues (e.g. Internet café)

  11. Implications for Stakeholders • Educational Institutions: curriculum improvement and teaching staff training • Royal Government of Cambodia and Ministry of Education: Infrastructural improvement and policy support for educational institutions • Funding agencies and NGOs: Policy and expertise support for educational institutions and governmental agencies

  12. Thanks for the attention!

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