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2022 ◽  
pp. 1-21
Author(s):  
Abraham E. Flanigan ◽  
Wayne A. Babchuk ◽  
Jackie HeeYoung Kim

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.


2022 ◽  
pp. 92-119
Author(s):  
Daniel B. le Roux ◽  
Douglas A. Parry

The chapter investigates digital distraction in college classrooms from the perspective of self-regulation theory. To this end, the chapter commences with a brief analysis of the distinction between behavioural and cognitive shifts in attention, the role of intentionality in digital distraction, and the concept of online vigilance. Thereafter the general premises of self-regulation theory are described, and prominent theoretical models that have emerged in this domain are briefly outlined. Two models deemed particularly applicable to digital distraction are selected from these. The first is the value-based choice model which frames self-regulation as a process of deliberative decision-making which foregoes action taking. The second is the process model which emphasises the strategies individuals employ to prevent goal conflict. Both models are described before being applied as interpretive lenses to analyse key findings from empirical studies of digital distraction.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-366
Author(s):  
Jason Dauenhauer ◽  
Afeez Hazzan ◽  
Kristin Heffernan

Abstract Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.


2021 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Abdullah Alazemi ◽  
Ahmad F. Alnwaiem ◽  
Abdullah A. Alenezi

This study explored the use of students’ L1 (Arabic) in one of Kuwait’s public institutions—namely, the Public Authority for Applied Education and Training (PAAET). The purpose of this study was three-fold: (1) to look at the functions of using L1, (2) to explore any comprehensibility issues and/or academic gains, and (3) to investigate any psychological issues students face when not using L1. The study employed a two-stage data collection phase, where a total of 278 students participated in the closed-ended questionnaire and 6 students participated in the semi-structured interviews. The results showed that students attach several important aspects to the use of L1 in their L2 classrooms. Students expressed that the inclusion of Arabic eases their intake from lectures and allows them to better understand the lectures’ content. However, the findings also indicated that students object to the overreliance on Arabic and instead prefer that teachers strike a balance between L1 and L2 use to maximize their learning.


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