The use of the internet, and in particular web browsing, offers many potential advantages for educational institutions as students have access to a wide range of information previously not available. However, there are potential negative effects due to factors such as time-wasting and asocial behaviour. In this study, we conducted an empirical investigation of the academic performance and the web-usage pattern of 2153 undergraduate students. Data from university proxy logs allows us to examine usage patterns and we compared this data to the students' academic performance. The results show that there is a small but significant (both statistically and educationally) association between heavier web browsing and poorer academic results (lower average mark, higher failure rates). In addition, among good students, the proportion of students who are relatively light users of the internet is significantly greater than would be expected by chance.
Internet use (or abuse) by university students has been one focus of research. Some research focuses on general Internet use by students (e.g. @cite_5 which looks at gender differences in Internet use and @cite_3 @cite_18 which both consider race ethnicity differences). Some research considers how and or why students use the Web Internet . For example, surveyed 548 students from 3 universities to see how many students regularly use the Internet, how many hours per week regular users spend on the Internet and what computers they use. They also asked respondents their views of their future use of the Internet in their future careers. investigated controversial uses of the Internet by university students (e.g. academic cheating, fake emails, pornography, etc.). found that college students report that they rely very heavily on the Web for general and academic information; that their use includes research (getting information) for school work, banking and stock market information, email, checking sports scores and downloading music; and that they believe that this use will increase over time).
@cite_5 @cite_18 @cite_3
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A review of the recent literature concerning Internet usage among Americans reveals that the once stark gender gap is closing rapidly, but disparities remain in the purposes for which males and females use the Internet. Almost all of this research, however, is based on cross sections of American adults. Much less Internet research has focused on the college student population and, in particular, on female students; the few published studies show that female college students use the Internet less than males. However, even these recent studies may already be dated. This study, based on a large survey of college students from institutions of higher learning in Georgia, Hawaii, New Jersey, Massachusetts, and Rhode Island, considers these questions: (1) Has the gender gap in Internet use narrowed among college students to the same extent as it has in the general adult population? (2) Do female students differ from males in how they spend their time on the Internet? (3) Does family income, parental education or... Given debate about the existence of a digital divide in the United States, the question remains: If individuals are in situations where all have access to the Internet (e.g., a university), will aspects of a digital divide still exist? The authors examine whether a racial digital divide exists among college students in the odds of their using the Internet and the different levels and types of usage. Data are from a random sample of full-time, residential college freshmen. Results indicate that aspects of a digital divide exist in terms of whether one uses the Internet for specific purposes; however, once individuals begin using the Internet, few racial differences exist. Internet experience and gender affect particular types of Internet usage, suggesting that the digital divide is multilayered. A policy implication from this study is that bringing individuals into structured environments with assured access may help to decrease aspects of the digital divide. The purpose of the study was to gather descriptive information about college students' Internet use and to explore the relationship between types of Internet use and well-being. The sample consisted of 312 college students (67 female; age range 18-49 years; M = 21.34 years, SD = 5.05). Self-report questionnaires were administered in a large undergraduate psychology course. Exploratory factor analyses suggested 5 specific types of use: Meeting People, Information Seeking, Distraction, Coping, and E-mail. Confirmatory factor analyses on a new sample from the same university (N = 169) verified the 5-factor structure. Using the Internet for coping purposes related to depression, social anxiety, and family cohesion more so than frequency of use. This study highlights the importance of examining types of Internet use in relation to well-being.