No A 4 U: The relationship between multitasking and academic performance

Junco, Reynol; Cotten, Shelia R.

doi:10.1016/j.compedu.2011.12.023

Cited by 644 publications

(444 citation statements)

References 21 publications

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“…There is much debate about the ethical, pedagogical, and social ramifications of the increasing prominence of SNTs in classrooms and schools, both in popular media outlets as well as in academic literature (e.g., Chang-Kredl & Kozak, 2017;Fewkes & McCabe, 2012;Greenhow, Robelia & Hughes, 2009;Hew, 2011;Junco & Cotton, 2012;Kirschner & Karpinski, 2010;Smith, 2016). However, the majority of existing research has focused on adult, higher education (e.g., Deng & Tavares, 2013;Hew, 2011;Jones, Blackey, Fitzgibbon, & Chew, 2010;Junco & Cotton, 2012;Kirschner & Karpinski, 2010;Manca & Ranieri, 2016;Wang, Woo, Quek, Yang, & Liu, 2012), on researcher-initiated interventions (e.g., Puhl, Tsovaltzi, & Weinberger, 2015;Wang et al, 2012), or on the potential of such tools (e.g., DeGroot, Young, & VanSlette, 2015;Labus, Despotović-Zrakić, Radenković, Bogdanović, & Radenković, 2015;Roblyer, McDaniel, Webb, Herman & Witty, 2010;Teclehaimanot & Hickman, 2011).…”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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“…More detail, Judge TA et al (2010) argues that there is important relationship between payment and job satisfaction. In education sector, Junco and Cotten (2012) explore relationship between multitasking and academic performance.…”

Section: Introductionmentioning

confidence: 99%

The Performance of Forestry Human Resources in Licensing Forest Utilization, The Lease of Forest Area, and The Release of Forest Area

Nurtjahjawilasa

Kartodihardjo

Nurrochmat

et al. 2015

jtfm

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“…To this point, numerous studies have examined the relationship between anxiety and media multitasking [30]. Considering the documented value of social connection and social capital, this neurological dynamic may explain common research findings in which socially focused forms of multitasking and distraction, such as Facebook and Twitter, are often the most pervasive multitasking endeavour [31]. [32] noted that compulsive texting shares features with their compulsive Internet use given that both enable social interactions and have similar reasons for use, such as allowing for rapid textbased communication that promotes multitasking.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the other hand, [62] designed a similar experiment with 120 university students where receiving instant messages or texting during video lectures did not have any effect on performance. Other studies have revealed a negative association between the frequency of multitasking in learning settings and GPA indicative of academic performance [63][ [64][ [11,31,65]. …”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

Jehopio¹,

Wesonga²,

Candia³

2017

IJCATR

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Numerous researches on information and communication technology (ICT)-induced multitasking among students document a number of unfavourable consequences, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance. This study focused on the effect of information and communication technology induced multitasking on academic performance of university students in Uganda. To this end, primary data were collected during the month of May 2016 using stratified cluster sample design. A self-reported questionnaire was used to collect data from 312 students of Makerere University who participated in the study. Through structural equation modelling (SEM), it was demonstrated that ICT-induced multitasking does not affect academic performance directly but through self-regulation, attention span, emotional control and productivity focus. Nonetheless, multitasking does not always have negative consequences. To a majority of students, multitasking provides emotional satisfaction and enjoyment, which do correlate positively with good academic performance. Indeed, multitasking can be an effective use of time when well-regulated and an efficient tool in problem solving. Multitasking may only be indicative of the changing nature of norms. Traditionally, one was expected to give and receive undivided attention when talking in a face-to-face conversation with another; yet new norms are evolving for the networked society, such as responding to text messages promptly. To buffer the negative effect of ICT-induced multitasking on academic performance, one needs a facility with a good degree of self-regulation, attention span, emotional control and productivity focus.

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No A 4 U: The relationship between multitasking and academic performance

Cited by 644 publications

References 21 publications

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

The Performance of Forestry Human Resources in Licensing Forest Utilization, The Lease of Forest Area, and The Release of Forest Area

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

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