Digital Experience Among Faculty and Students in One Midwest University

Deanna Gower; Melissa Kachaturoff; Meriam Caboral-Stevens

doi:doi:10.11648/j.edu.20231203.12

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Digital Experience Among Faculty and Students in One Midwest University

Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens

Published in Education Journal (Volume 12, Issue 3)

Received: 26 April 2023 Accepted: 11 May 2023 Published: 29 May 2023

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Abstract

The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.

Published in	Education Journal (Volume 12, Issue 3)
DOI	10.11648/j.edu.20231203.12
Page(s)	92-98
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Digital Burnout, Digital Aging, Emotional Exhaustion

References

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Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. (2023). Digital Experience Among Faculty and Students in One Midwest University. Education Journal, 12(3), 92-98. https://doi.org/10.11648/j.edu.20231203.12

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ACS Style

Deanna Gower; Melissa Kachaturoff; Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ. J. 2023, 12(3), 92-98. doi: 10.11648/j.edu.20231203.12

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AMA Style

Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ J. 2023;12(3):92-98. doi: 10.11648/j.edu.20231203.12

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@article{10.11648/j.edu.20231203.12,
  author = {Deanna Gower and Melissa Kachaturoff and Meriam Caboral-Stevens},
  title = {Digital Experience Among Faculty and Students in One Midwest University},
  journal = {Education Journal},
  volume = {12},
  number = {3},
  pages = {92-98},
  doi = {10.11648/j.edu.20231203.12},
  url = {https://doi.org/10.11648/j.edu.20231203.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.12},
  abstract = {The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.},
 year = {2023}
}

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TY - JOUR
T1 - Digital Experience Among Faculty and Students in One Midwest University
AU - Deanna Gower
AU - Melissa Kachaturoff
AU - Meriam Caboral-Stevens
Y1 - 2023/05/29
PY - 2023
N1 - https://doi.org/10.11648/j.edu.20231203.12
DO - 10.11648/j.edu.20231203.12
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 92
EP - 98
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20231203.12
AB - The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.
VL - 12
IS - 3
ER -

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Author Information

Deanna Gower

School of Nursing, Eastern Michigan University, Ypsilanti, USA
Melissa Kachaturoff

School of Nursing, Eastern Michigan University, Ypsilanti, USA
Meriam Caboral-Stevens

School of Nursing, Eastern Michigan University, Ypsilanti, USA

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Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. (2023). Digital Experience Among Faculty and Students in One Midwest University. Education Journal, 12(3), 92-98. https://doi.org/10.11648/j.edu.20231203.12

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ACS Style

Deanna Gower; Melissa Kachaturoff; Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ. J. 2023, 12(3), 92-98. doi: 10.11648/j.edu.20231203.12

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AMA Style

Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ J. 2023;12(3):92-98. doi: 10.11648/j.edu.20231203.12

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@article{10.11648/j.edu.20231203.12,
  author = {Deanna Gower and Melissa Kachaturoff and Meriam Caboral-Stevens},
  title = {Digital Experience Among Faculty and Students in One Midwest University},
  journal = {Education Journal},
  volume = {12},
  number = {3},
  pages = {92-98},
  doi = {10.11648/j.edu.20231203.12},
  url = {https://doi.org/10.11648/j.edu.20231203.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.12},
  abstract = {The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.},
 year = {2023}
}

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