Curbing Student Digital Distraction With Non-Traditional Teaching Strategies

2021 ◽  
pp. 174-196
Author(s):  
Abraham Flanigan ◽  
Jackie HeeYoung Kim
Keyword(s):  
Mobile Phones ◽  
Flipped Classroom ◽  
Evidence Based ◽  
Traditional Teaching ◽  
Face To Face ◽  
College Classrooms ◽  
Digital Devices ◽  
Task Behavior ◽  
Viable Approach ◽  
Device Use

Student use of mobile phones, laptop computers, and other digital devices for leisure purposes has become nearly omnipresent in college classrooms across the globe. The emergence of the digital distraction phenomenon has left many educators searching for strategies to curb the amount of habitual off-task behavior taking place in their classrooms. The chapter supplies educators with a menu of strategies to diminish the occurrence of student digital distraction in their classrooms. Specifically, the authors discuss evidence-based non-traditional strategies that can be applied to reduce student digital distraction in the traditional face-to-face setting, and they position the flipped classroom model as a viable approach for instructors who wish to curb student digital distraction while simultaneously boosting student engagement and learning. Finally, they discuss the importance of empowering students to take control over their digital device use and learning outcomes by training them to become autonomous, self-regulated learners.

Effect of Technostress on academic productivity- E-engagement through persuasive communication

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0
Keyword(s):  
Mobile Phones ◽  
Paradigm Shift ◽  
Persuasive Communication ◽  
Academic Productivity ◽  
Digital Device ◽  
Digital Devices ◽  
Team Projects ◽  
Device Use ◽  
Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

Understanding and Reacting to the Digital Distraction Phenomenon in College Classrooms

2022 ◽  
pp. 1-21
Author(s):  
Abraham E. Flanigan ◽  
Wayne A. Babchuk ◽  
Jackie HeeYoung Kim
Keyword(s):  
Student Learning ◽  
Mobile Devices ◽  
Mobile Phones ◽  
College Instructors ◽  
Laptop Computers ◽  
College Classrooms ◽  
Digital Devices ◽  
Student Instructor

Student use of digital devices for non-class purposes has become ubiquitous in college classrooms across the globe—a phenomenon commonly referred to as digital distraction. The purpose of the chapter is to provide readers with an overview of the prevalence of student digital distraction in college classrooms, an understanding of the factors that contribute to student digital distraction, and a summary of the outcomes experienced by students who succumb to digital distraction during class. The reviewed research indicates that mobile phones and laptop computers are the devices used most for off-task purposes during class. Environmental and person-centered factors appear especially consequential for the motivational interference potential of mobile devices in college classrooms. Unfortunately, student digital distraction has deleterious effects on student learning and the quality of student-instructor rapport in college classrooms. The chapter concludes with descriptions of five strategies college instructors can use to curb student digital distraction in their classrooms.

scholarly journals Some systematic aspects of self-initiated mobile device use in face-to-face encounters

2021 ◽  
Vol 2 (2) ◽  
pp. 195-235
Author(s):  
Florence Oloff
Keyword(s):  
Mobile Phone ◽  
Mobile Phones ◽  
Mobile Device ◽  
Text Messaging ◽  
Observational Studies ◽  
Public Spaces ◽  
Analytic Approach ◽  
Mobile Phone Use ◽  
Face To Face ◽  
Device Use

This contribution is interested in the interactional management of mobile phone use in face-to-face encounters. Early observational studies of mobile phone use have emphasized the tension between the participants’ presence in “public” spaces and their “private” activities on mobile phones. This assumed dichotomy and possible conflict between different communication involvements will be revisited by using a conversation analytic approach to mobile phone use in video recorded everyday encounters among friends and family members. Three examples of self-initiated text messaging or calling will illustrate how and on which sequential (or other interactional) grounds participants frame their mobile phone use for co-present others. More specifically, the analysis will discuss how participants format and respond to announcement sequences or their absence, and how they can orient to the phone users’ accountability.

Application of the Non-adoption, Abandonment, Scale-up, Spread and, Sustainability (NASSS) Framework to evaluate the role of technology in the Pathways to Comorbidity Care (PCC) implementation project to improve management of comorbid substance use and mental disorders

2020 ◽  
Author(s):  
MariaGabriela Uribe Guajardo ◽  
Andrew James Baillie ◽  
Eva Louie ◽  
Vicki Giannopoulos ◽  
Katie Wood ◽  
...  
Keyword(s):  
Substance Use ◽  
Clinical Supervision ◽  
Mental Health Problems ◽  
Scale Up ◽  
Structured Interview ◽  
Barriers And Facilitators ◽  
Self Report ◽  
Evidence Based ◽  
Face To Face ◽  
Drug And Alcohol

Abstract (250 words)In substance use treatment settings, there is a high prevalence of comorbid mental health problems. Yet an integrated approach for managing comorbidity, implementation of evidence-based intervention in drug and alcohol settings remains problematic. Technology can help the adoption of evidence-based practice and successfully implement effective treatment health care pathways. This study sought to examine aspects of electronic resources utilisation (barriers and facilitators) by clinicians participating in the PCC training. MethodA self-report questionnaire and a semi-structured interview was designed to measure overall satisfaction with the PCC portal and e-resources available throughout the 9-month intervention for participating clinicians. An adapted version of the ‘Non-adoption, Abandonment, Scale-up, Spread and, Sustainability’ (NASSS) framework was used to facilitate discussion in regards to the study findings. ResultsA total of 20 clinicians from drug and alcohol services responded to all the measures. Facilitators of portal use included: i. clinician acceptance of the PCC portal; ii. guidance from the clinical supervisor or clinical champion that encouraged the use of e-resources. Some of the barriers included: i. complexity of the illness (condition), ii. clinicians’ preference (adopter system) for face-to-face resources and training modes (e.g. clinical supervision, clinical champion workshops), and iii. lack of face-to-face training on how to use the portal (technology and organisation).ConclusionBased on the NASSS framework, we were able to identify several barriers and facilitators including such as the complexity of the illness, lack of face-to-face training and clinician preference for training mediums. Recommendations include ongoing consultation of clinicians to assist in the development of tailored e-health resources and offering in-house training on how to operate and effectively utilise these resources.

Evidence-based eHealth interventions for caregivers of people with dementia (Myinlife and Partner in Balance): Evaluation of implementations in municipality contexts (Preprint)

2020 ◽  
Author(s):  
Hannah Liane Christie ◽  
Lizzy Mitzy Maria Boots ◽  
Huibert Johannes Tange ◽  
Frans Rochus Josef Verhey ◽  
Marjolein Elizabeth de Vugt
Keyword(s):  
Self Efficacy ◽  
Measurement Instrument ◽  
Implementation Process ◽  
Successful Implementation ◽  
Evidence Based ◽  
Multiple Sources ◽  
Target Groups ◽  
Face To Face ◽  
People With Dementia ◽  
Implementation Context

BACKGROUND Very few evidence-based eHealth interventions for caregivers of people with dementia are implemented into practice. Municipalities are one promising context to implement these interventions, due to their available policy and innovation incentives regarding (dementia) caregiving and prevention. In this study, two evidence-based eHealth interventions for caregivers of people with dementia (Partner in Balance and Myinlife) were implemented in eight municipalities in the Euregion Meuse-Rhine. OBJECTIVE This study’s objectives were to (1.) evaluate this implementation and (2.) investigate determinants of successful implementation. METHODS This study collected eHealth usage data, Partner in Balance coach evaluation questionnaires, and information on implementation determinants. This was done by conducting interviews with the municipality officials, based on the Measurement Instrument for Determinants of Implementation (MIDI). This data from multiple sources and perspectives was integrated and analysed to form a total picture of the municipality implementation process. RESULTS The municipality implementation of Partner in Balance and Myinlife showed varying levels of success. In the end, three municipalities planned to continue the implementation of Partner in Balance, while none planned to continue the implementation of Myinlife. The two Partner in Balance municipalities that did not consider the implementation to be successful, viewed the implementation as an external project. For Myinlife, it was clear that more face-to-face contact was needed to engage the implementing municipality and the target groups. Successful implementations were linked to implementer self-efficacy CONCLUSIONS The experiences of implementing these interventions suggested that this implementation context was feasible regarding the required budget and infrastructure. The need to foster sense of ownership and self-efficacy in implementers will be integrated into future implementation protocols, as part of standard implementation materials for municipalities and organisations implementing Myinlife and Partner in Balance.

scholarly journals Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 113 ◽  
Author(s):  
Jie Kong
Keyword(s):  
Flipped Classroom ◽  
Exercise Physiology ◽  
Internet Technology ◽  
Traditional Teaching ◽  
Ubiquitous Learning ◽  
Learning Space ◽  
Network Teaching ◽  
Network Learning ◽  
Space Construction

With continuous development of internet technology, the concept of ubiquitous learning and network learning space have received more and more attention from scholars, and gradually become the research focuses. College classroom has turned to network teaching from traditional teaching. In this study, literature review and case study were combined with ubiquitous learning and network learning space construction to systematically discuss classification and concept models of network learning space under the perspective of ubiquitous learning. Meanwhile, four models based on network learning space were proposed, and flipped classroom network teaching model was applied in the course of Exercise Physiology. The study showed that, the model has the good teaching effect in course teaching. It not just improves students’ interest, but also lays a foundation for popularizing the teaching mode.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

Blue light-induced retinal damage: a brief review and a proposal for examining the hypothetical causal link between person digital device use and retinal injury

2021 ◽  
Vol 1 (3) ◽  
pp. 129-134
Author(s):  
Michael R. Kozlowski
Keyword(s):  
Blue Light ◽  
Additional Data ◽  
Light Exposure ◽  
High Energy ◽  
Causal Link ◽  
Retinal Damage ◽  
Digital Devices ◽  
Retinal Injury ◽  
Device Use ◽  
Harmful Effects

Background: There is growing concern that the increased use of personal digital devices, which emit a high proportion of their light in the blue wavelengths, may have harmful effects on the retina. Extensive historical as well as current research demonstrates that exposure to high energy visible light (blue light) can damage the retina under certain circumstances. There are, however, no studies that directly address whether blue light at the intensities emitted by digital devices can potentially cause such harm. The present review aimed to examine whether blue light exposure from computers, tablets, and cell phones can, when used habitually over a prolonged period of time, be harmful to the retinal. Methods: A search of the literature on blue light-induced retinal damage was performed using a number of scientific search engines, including BioOne Complete™, Google Scholar™, Paperity™, PubMed™, and ScienceOpen™. Studies most significant for addressing the question of possible harmful effects of blue light emitted by personal digital devices were selected from this search and reviewed. Results: The data from the selected studies were summarized and their limitations in addressing the question of whether the blue light from personal digital devices is capable of producing retinal damage were addressed. Based on these limitations, a practical experimental protocol for collecting the additional data needed was proposed. Data from pilot experiments are presented that indicate the practicality of this approach. Conclusions: The currently available data on the effects of blue light on the retina are not sufficient to refute the hypothesis that the use of personal digital devices could, over a lifetime, produce retinal damage. Additional studies, such as those proposed in this article, are needed to resolve this issue.

Adapting a Technology-Based Eating Disorder Model for Athletes

2018 ◽  
Vol 12 (4) ◽  
pp. 699-717 ◽  
Author(s):  
Rachael E. Flatt ◽  
Craig Barr Taylor
Keyword(s):  
Eating Disorders ◽  
Health Programs ◽  
Evidence Based ◽  
Face To Face ◽  
Self Help ◽  
High Prevalence ◽  
Integrate Technology ◽  
Receive Treatment ◽  
Mental Health Programs ◽  
Evidence Based Care

Eating disorders (EDs) are common amongst athletes, yet few receive treatment. Given that athletes have a unique set of risk factors for eating disorders and are faced with additional barriers to treatment, new models outside of face-to-face treatment are necessary to reach the population and provide more affordable, tailored, evidence-based care. One solution is to use digital mental health programs to provide primary or supplemental therapy. Digital programs can provide accessibility and privacy, and recent advancements allow for more personalized online experiences. However, there have been no studies to date that integrate technology-based tools to address the especially high prevalence rates of EDs in athletes. This paper describes how an integrated model that includes online screening linked to guided self-help programs, all adapted specifically for athletes, can be used to provide prevention and intervention of EDs in athletes.

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