Learning in the Face of Digital Distractions

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

Understanding and Reacting to the Digital Distraction Phenomenon in College Classrooms

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.

Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations

Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. Results: Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. Conclusions: Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.

Self-Monitoring to Support the Goals of Students With Autism on College Campuses

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider.

EFL SPEAKING PRACTICE IN DISTANCE LEANING DURING THE CORONAVIRUS PANDEMIC 2020-2021

Students at languages and translation departments at Saudi universities take listening and speaking courses. Before the pandemic, the students used to complete the activities in the textbooks which required them to engage in many real-life, face-to-face individual and/or collaborative small-group activities in the classroom such as role-playing, dramatization, inviting a guest, conducting interviews and others. However, due to the Coronavirus Pandemic, there was an emergency shift to distance learning at Saudi universities starting March 2020 , where all courses are being delivered online. Several platforms are being used in distance education such as Blackboard, Zoom, Microsoft Teams and others. The current study explores the types of online speaking activities that a sample of college instructors at some language and translation departments are currently using in distance education and how they engage students online in the absence of face-to-face activities, interaction, and communication. Survey results showed that EFL college instructors are using a variety of online speaking activities such as: (i) assigning a topic which the students research and prepare at home and then give an online oral presentation about it online through the platform; (ii) using online debates about some issues; (iii) answering problem-solving questions; (iv) student-created podcast on a topic of their choice and them in Speaking Center on Twitter; (v) combining listening and speaking activities; (vi) using . free online audio recording creator to record conversations and presentations; (vii) using the app and others. Students and instructors’ views on the effects of the online speaking activities on students’ speaking skill development in the distance learning environments are reported.

Ergonomic Hazards in the Workplace: Assessment, Evaluation and Prevention in the Educational Environment of Holy Cross College

This research was conducted to assess, evaluate and prevent the ergonomics hazards in the educational environment of Holy Cross College. College instructors at various workstations across the college facilities are among those that participate. The data was gathered through the use of an online survey form. It consists of 45 questions designed to have insight on the actual equipment setup, work posture, and work design, and environment utilized by the college faculty. The majority of the detected risks are at a critical level and may cause severe loss to the organization's scope, quality, schedule, and cost. The findings provided the necessary safety norms and resources to prevent ergonomic hazards that result in ergonomic health problems. All hazards designated as critical can be kept to minimum if actions and reactions are appropriately implemented by the relevant parties. As a result, the likelihood and magnitude of its occurrence and effects are reduced.

EASIER (EXECUTABLE ACCESS TO STATISTICS FOR INTERACTIVE AND EFFICIENT RESEARCH)

The purpose of the study is to develop a reliable computer-aided statistical instrument for data processing. The researcher come up to the idea to formulate an executable program running in Microsoft Excel platform. The platform is chosen based on the fact that it is widely used office application and known to be user-friendly. EASIER or Executable Access to Statistics for Interactive and Efficient Research was born. Executable because the program can be run by a computer, it is accessible in terms that most teachers use MS Excel as an office application, it can solve and analyze most statistics problems, interactive because there is a two-way flow of information between a computer and the user which respond to a certain input, the system promise to achieve a maximum productivity with a minimum wasted effort or expense, and to establish facts and reach new conclusions. The statistical instrument was evaluated by twenty-four (24) Senior High School Teachers from Nagcarlan, Liliw, Majayjay, Magdalena, Pila, Victoria, and Sta. Cruz district and six (6) College Teachers from Laguna State Polytechnic University Sta. Cruz Main Campus, and from Philippine Women’s University Sta. Cruz, Laguna. It sought to answer the following questions: (1). What is the mean level of basic requirements of using computer-aided statistical instrument in terms of: 1.1 knowledge, 1.2 software and 1.3 hardware.? (2). What is the mean level of capability of EASIER as a computer-aided statistical instrument in computing statistical problems in terms of: 2.1 accepting input and data parameters, 2.2 organizing data, and 2.3 generating result, figures, charts, and drawing conclusion? (3). What is the mean level of acceptability of EASIER as a computer-aided statistical instrument in statistical analysis in terms of; 3.1 tool interface, and 3.2 operation and function? (4). Is there a significant difference between the level of responses of teachers from Senior High School and College instructors in terms of capability and acceptability of EASIER as a computer-aided statistical instrument?

DESCRIPTIVE STUDY OF DYSLEXIA AND DYSGRAPHIA SUFFERED BY IRAQI EFL STUDENTS

One of the important topics of research is the topic of “specific learning disorders”. Not having the sufficient knowledge about such topic will make the instructors confused when it comes to deal with students who have such disorders. In addition, a great amount of the instructors’ efforts and time will be lost. The following study tries to explore the background knowledge of Iraqi EFL college instructors of these disorders. In order to gather the data, two methods were used; the first method is a questionnaire which was given to twenty instructors to be answered. The second method is a number of interviews with a group of other instructors. The results of this study showed that those instructors who participated have contradictory background knowledge about such topic. As a result, it is important to do more workshops that increase the background knowledge of the instructors and make them more capable of dealing with such disorders. ers.

ADVANCING ADJUSTMENT IN THE PROGRESS OF ACHIEVE THE ENGLISH PHONOLOGICAL COMPONENT

The motivation behind this paper is to introduce the outcomes gotten from a mixed learning educational involvement with the English Phonetics and Phonology classes, at Facultad de Filosofía Humanidades y Artes, Universidad Nacional de San Juan, Argentina. In this experience, interests identified with the instructing at more elevated level schooling and the utilization of innovative assets combine. Two issues will be tended to: a) the utilization of the email and the execution of an interpersonal interaction site, Facebook, the two of them utilized for scholarly purposes; and b) the aftereffects of an overview which was controlled to understudies to assess their conclusions about the value of these assets. As college instructors, we are delicate to the progressions that our general public is encountering in regards to data and correspondence advances (ICTs). The consolidation of mechanical assets of the Web 2.0 to curricular units, some way or another produces disturbances to conventional learning conditions and opens up a scope of conceivable outcomes which make it simpler for understudies to fabricate and deal with information in an unexpected way.