Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies

Yılmaz, Fatma Gizem Karaoğlan; Yurdugül, Halil

doi:10.1007/s12528-018-9184-2

Cited by 32 publications

(35 citation statements)

References 38 publications

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“…At the education application in which OSNS were utilized, academic variables and online learning activities at T 1 point are the predictors of cyberloafing level at T 2 point, and cyberloafing at T 1 point is partially the predictor of academic success and academic procrastination at T 2 point (H LE ). In the studies conducted by Wang, Tian, and Shen (2013) and Yılmaz and Yurdugül (2018), it was emphasized that perceptions related to the environment and psychosocial variables affect cyberloafing intention. Within this context, the result show that as they gain learning experience, there will be changes in cyberloafing intentions and accordingly in cyberloafing behaviors of the students.…”

Section: Discussionmentioning

confidence: 99%

“…Cyberloafing behaviors in education environments may vary based on learning environment, its physical and psychosocial conditions, study environment, and learning experience (Akbulut et al., 2017; Akbulut, Dursun, Dönmez, & Şahin, 2016; Kalaycı, 2010; Karaoğlan-Yılmaz et al., 2015; Yaşar & Yurdugül, 2013; Yildiz Durak & Saritepeci, 2019; Yilmaz & Yurdugül, 2018). According to Yildiz-Durak (2019), for acceptance and usage of learning environments, particularly in online learning environments, learning experience, technology usage self-efficacy, technology usage competences, and experiences are regarded as important.…”

Section: Conceptual Background and Literature Reviewmentioning

confidence: 99%

“…From this point of view, it is thought that motivation toward learning in learning environments will affect the use of OSNS. According to Yilmaz and Yurdugül (2018), motivation is an important variable in determining the levels of cyberloafing behaviors. Furthermore, motivation and cyberloafing are regarded as mutual variables in information technologies classes.…”

Section: Conceptual Background and Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences

Durak

2019

Journal of Educational Computing Research

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The objective of this study is to construct a model which explains and predicts the relations of university students’ cyberloafing behaviors with demographic and academic variables at computing courses where online social networking sites are utilized for education and is to review whether there is longitudinal effect on these relations in terms of learning experience. This group of the study is composed of 171 university students. In this study, self-description form, two different success tests, and various scales are utilized as data collection tools. For the analysis of the data, structural equation modeling and multiple hierarchical regression analysis are utilized. The results of this study indicate that variables of information technologies usage status, online learning activities usage status, academic self-efficacy, motivation, and cognitive absorption are predictable of cyberloafing behaviors at Time 2 point, and cyberloafing behavior predicts academic success and academic procrastination at Time 2 point. Although the relations between various study variables and cyberloafing are not meaningful at Time 1 point, it is an interesting finding that these relations are statistically meaningful at Time 2 point.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Background and Literature Reviewmentioning

confidence: 99%

Section: Conceptual Background and Literature Reviewmentioning

confidence: 99%

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Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences

Durak

2019

Journal of Educational Computing Research

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“…The review of the researches devoted to a cyberloafing shows that this phenomenon is actively studied in a business sphere [13,15,22,24,25,26]. However, it is present at other spheres, for example at the academic system [2,11,22,24,27,28,29]. Researchers note that the sector of education belongs to one of those areas where the Internet is used most intensively [30,31].…”

Section: Cyberloafing In Academic Spherementioning

confidence: 99%

Assessing of use of the Internet for personal reasons at lessons at school: A Validation of the Cyberloafing Scale

et al. 2019

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Emergence of a possibility of Internet access at school bears new opportunities and risks too. The tendency to growth of number of the pupils Internet use for non-class-related purposes in the classroom (Cyberloafing) causes concern. Studying of this new phenomenon at the Russian school is complicated due to the lack of reliable and valid techniques. Therefore, adaptation of a scale of a cyberloafing of Y. Akbulut, etc. became an objective of this research. We translated into Russian of 29 items of a technique which were estimated by school students by means of 5-point Laykert scales. Results of application of a scale showed that its items form 5 factors. These are online shopping, accessing online content, activity on social networks, sharing information, socialization. The items of a factor of playing online games did not receive confirmation of validity and internal consistency. They need to be reconsidered. The received factors have sufficient reliability (the Cronbach’s alpha (α) values of all the factors range from 0.77 to 0.881). Work makes a contribution to studying of a cyberloafing at school.

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“…From the perspective of the environment in class, students joining large classes tend to engage in inappropriate activities with their laptops [15]. The antecedents of cyberslacking behaviours, from the perspective of students, show that demographic factors influence students to engage in cyberslacking in class, such as learning motivation, locus of control, self-efficacy and self-regulation [13,[16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

Simanjuntak

Nawangsari

Ardi

2019

Behavioral Sciences

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University students, as ‘digital natives’, use the internet for learning in the classroom. However, the availability of internet access in the classroom becomes a challenge, because students also engage in non-academic internet access during lectures. The use of the internet during lectures for non-academic purpose is called cyberslacking. Self-regulated learning (SRL) and media multi-tasking efficacy (MME) are considered to be important factors contributing to cyberslacking. The participants in this study were students in a private university in Indonesia (N = 423). The results show that only self-regulated learning made any significant contribution to cyberslacking in the classrooms. Further research should be conducted to consider external factors, such as instructors’ contributions, classrooms circumstances and the university policy towards internet usage.

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Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies

Cited by 32 publications

References 38 publications

Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences

Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences

Assessing of use of the Internet for personal reasons at lessons at school: A Validation of the Cyberloafing Scale

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

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