Review by: Reichert, Raimond (2004-08-19)

The Campus Computing Survey is the largest continuing study of the role of information and communication technology in American higher education. The 2003 report reviewed here is the 14th annual survey. 884 two- and four-year colleges and universities across the United States received the survey, where 559 (63%) responded. The report summarizes the data on issues surveyed and also provides the full statistical summaries. This review focuses on those issues most relevant to e-learning.

Wireless networks are provided at 77% of the participating institutions, with 14% running full-campus wireless networks. Institutions confront rising expectations from both students and faculty for wireless access across the campus, as more and more of them become accustomed to wireless networks at home.

The issue of “assisting faculty to integrate technology into instruction” was identified as the single most important ICT issue, as it was in recent years. However, the numbers have fallen by half or more across almost all sectors, reflecting the rising priorities of other issues such as financing, ERP upgrade or replacement, and wireless networks.

The survey also documents the rising use of ICT in instruction. 75% of all institutions use e-mail, 37% of all courses have a Web page, 28% of all faculty have a personal Web page, and about 20% use computer-based exercises and simulations.

Learning Management Systems or Course Management Software is increasingly seen as a core institutional resource. 33% of all institutions operate at least one LMS or CMS, with 82% of these reporting that their institutions has established a single LMS / CMS product standard. The strategic goal of such a decision is to help promote broader and faster deployment and to simplify support services.

The report presents the current ICT issues in a concise fashion. Even though the report’s data is based exclusively on American institutions, the ICT trends identified in the report can serve as a benchmark to IT managers at educational institutions worldwide. It is also interesting to track the report from year to year to identify the ICT issues trends in higher education.