scholarly journals In-Lecture Media Use and Academic Performance: Investigating Demographic and Intentional Moderators

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Douglas A. Parry ◽  
Daniel B. Le Roux
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Digital Media ◽  
Empirical Investigation ◽  
Media Use ◽  
Significant Negative Correlation ◽  
Task Execution ◽  
Communication Processes ◽  
Undergraduate University Students ◽  
And Task

The growing prevalence of continuous media use among university students in lecture environments has potential for detrimental effects. In this study we investigate the relationships between in-lecture media use and academic performance. Previous studies have shown that students frequently engage with digital media whilst in university lectures. Moreover, multitasking imposes cognitive costs detrimental to learning and task execution. We propose, accordingly, that the constant distractions created by digital media, interrupt the thought and communication processes of students during lectures and, subsequently, obstruct their ability to learn. To test this proposition we conducted a survey-based empirical investigation of digital media use and academic performance among undergraduate university students. A significant negative correlation was found between the number of in-lecture media use instances and academic performance. Furthermore, this effect was found to be pervasive independent of individual demographic factors and the intention with which a medium was used.

scholarly journals Digital distinctions: mechanisms of difference in digital media use

2015 ◽  
Vol 31 (58) ◽  
pp. 30
Author(s):  
Stina Bengtsson
Keyword(s):  
University Students ◽  
Digital Media ◽  
Cultural Practices ◽  
Media Use ◽  
Business Administration ◽  
Survey Study ◽  
Communication Studies ◽  
Media And Communication ◽  
The Empirical Analysis ◽  
Empirical Material

This article aims at understanding to understand the distinctive mechanisms of digital media use, seen in relation to cultural practices at large. The empirical material is a survey study of university students at the Business Administration, Media and Communication Studies, Political Science and Philosophy departments at Södertörn University, Sweden. The empirical analysis deals with the students’ digital media use and preferences, and how these are related to their broader cultural practices and preferences. Specific attention is paid to the webpages the students mention in the survey, and how these are distributed among the groups. By showing detailed information on these areas, the mechanisms of difference of digital media use are revealed.

scholarly journals Digital media use in the 2 h before bedtime is associated with sleep variables in university students

2016 ◽  
Vol 55 ◽  
pp. 43-50 ◽  
Author(s):  
Kathryn M. Orzech ◽  
Michael A. Grandner ◽  
Brandy M. Roane ◽  
Mary A. Carskadon
Keyword(s):  
University Students ◽  
Digital Media ◽  
Media Use

scholarly journals Perceived stress among university students in Oman during COVID-19-induced e-learning

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Mustafa Malik ◽  
Sarfaraz Javed
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Online Courses ◽  
High Stress ◽  
Significant Negative Correlation ◽  
Health Issues ◽  
E Learning ◽  
The University ◽  
The Impact

Abstract Background Higher education institutions across the world moved to e-learning in response to the disruptions caused by the pandemic. While e-learning has an advantage for students that they can attend to their courses from anywhere at their convenience, yet the sudden disruptive shift to e-learning during the pandemic saw students facing many challenges, which had strong ability to induce mental health issues among the students. This study aimed at examining the impact of COVID-19-induced e-learning on the university students’ stress perceptions in Oman. Results A total of 966 usable responses were received. The results showed that 96.9% (moderate stress = 82.5% and high stress = 14.4%) reported having experienced stress through e-learning during COVID-19. The results further indicated that there was a significant negative correlation between perceived stress and the students’ academic performance. The family support and institutional support were observed to have a significant effect on students’ stress perception. Conclusions Students are away from the physical campuses over a year now, continuing their courses and programs online. The numerous challenges they are facing through e-learning, together with the prevailing uncertainty, have intensified stress among them. The continued stress over time will not only affect their academic performance, but their mental and physical health as well, as the stress has proven to be one of the major causes of various physical and mental disorders. While e-learning seems to emerge as a new normal, the students require proper attention, help, and support from their families and institutions. The institutions should revisit their online courses and program delivery mechanisms, methods, and practices to ensure that students are not over stressed.

scholarly journals How much is Teaching and Learning in Higher Education Digitized? Insights from Teacher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 129 ◽  
Author(s):  
Jens Riehemann ◽  
Regina Jucks
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
University Students ◽  
Digital Media ◽  
Teaching And Learning ◽  
Media Use ◽  
University Teaching ◽  
University Courses ◽  
Media Types

The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning. In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses). Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching. In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.

scholarly journals Media Multitasking, Online Vigilance and Academic Performance among Students in three Southern African Countries

2020 ◽  
Author(s):  
Daniel B. le Roux ◽  
Douglas Parry ◽  
Angelina Totolo ◽  
Gloria Iyawa ◽  
Jacques Holloway ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Media Use ◽  
Online Communication ◽  
Media Multitasking ◽  
African Countries ◽  
Predictive Capacity ◽  
Full Sample ◽  
Frequent Switching ◽  
Academic Content

High levels of Internet-based media use is a defining feature of behaviour among university students. A growing body of evidence indicates, firstly, that their learning activities are characterised by frequent switching between academic content and online media, and, secondly, that this form of behaviour is negatively associated with academic outcomes. It is less clear, however, whether media use and media multitasking in general is associated with academic performance. In the present study we adopted an exploratory frame and a survey-based methodology to investigate this relationship among students from three countries in Southern Africa. In addition to self-reported media use measures, we investigated the predictive capacity of online vigilance on academic performance. Online vigilance is a novel construct which describes individual differences in users' cognitive orientation to online connectedness, their attention to and integration of online-related cues and stimuli, and their prioritisation of online communication. Our findings (n=1445) indicate a weak, negative association between self-reported media use measures and academic performance, as well as online vigilance and academic performance. Combined, media use and online vigilance predict 9% of variance in academic performance for our full sample. However, when considering only Namibian students (n=402), they predict 27% of variance. The study findings raise important questions relating to concerns over the potential impacts of general media use behaviours on academic performance among university students.

Factors Influencing Academic Performance of University Students

2015 ◽  
pp. 103-115 ◽  
Author(s):  
Lucky Sibanda ◽  
Chux Gervase Iwu ◽  
Olumide Henrie Benedict
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Factors Influencing
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