Factors affecting cyberloafing in computer laboratory teaching settings

Abstract

This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.

Cyberloafing behaviors among university students: Their relationships with positive and negative affect

“…On the other hand, some of the scholars addressed prevalence rates of cyberloafing activities. They demonstrated that high school students cyberloaf mostly for socialization purposes, followed by purposes of news follow up and personal business (Baturay & Toker, 2015 ; Toker & Baturay, 2021 ). Likewise, university students mostly report socialization purposes as the underlying reason for using the Internet, followed by playing games and surfing (Hacıoğlu Deniz & Karakaş Geyik, 2015 ).…”

Öğretmen Adaylarının Ders Esnasında Siber Aylaklık Yapma Nedenlerinin İncelenmesi

“…Although the students' motivation to learn is affected by many factors, the most critical factor is the teacher. Studies have shown that teachers who are unprepared for the lesson, speak with an unwilling tone, do not take care of students, do not activated them in the lesson, and make negative judgments about students' performances, negatively affect student motivation (Lamb, 2017;Toker & Baturay, 2021). This situation makes us think that faculty of education instructors also just focus on transferring information during the lessons, that they do not use techniques to activate students in the lesson or that they cannot communicate well with them.…”

“…Bununla birlikte yapılan araştırmalar öğrencilerin motivasyonlarının ortaya çıkmasında veya azalmasında en kritik faktörün öğretmen davranışları olduğunu göstermektedir. Elde sonuçlara göre öğretmenlerin verimli ders işlememe, hazırlıksız derse girme (Ünal, 2013), isteksiz ve coşkudan uzak bir ses tonuyla konuşma (Yıldırım, Ünal ve Sürücü, 2015), öğrencilerle ilgilenmeme (Sürücü ve Ünal, 2018), öğrencilerin amaçlarını ve yöntem tercihlerini ihmal etme (Lamb, 2017), olumsuz yargılarda bulunma (Ünal ve Gürsel, 2015), öğrencilere saygı duymama (Toker ve Baturay, 2021) davranışları öğrencilerin motivasyonlarını olumsuz etkilemektedir. Dolayısıyla bu sonuçlar öğretim elemanlarının derslerde ağırlıklı olarak bilgi aktarmaya odaklandığını, öğrencileri derste aktif kılacak süreçler izlemediklerini veya onlarla sağlıklı bir şekilde iletişime geçemediklerini düşündürmektedir.…”

Research on the cyberloafing levels of middle school students

“…It is seen that the studies in the literature have been generally conducted with university students, teachers and in areas using ICT tools (e.g. Akbulut, Dursun, Dönmez and Şahin, 2016;Rana, Slade, Kitching, and Dwivedi, 2019;Toker and Baturay, 2021;Yılmaz and Yurdagül, 2018). It is observed that the studies carried out, especially with middle school students are in the minority in the international framework.…”