What College Instructors Can Do About Student Cyber-slacking

Flanigan, Abraham E.; Kiewra, Kenneth A.

doi:10.1007/s10648-017-9418-2

Cited by 77 publications

(55 citation statements)

References 64 publications

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“…Distractive smartphone use was measured by asking participants to rate how frequent they engage in nine types of smartphone activities in learning settings. A raw score of distractive smartphone use was calculated for each participant by averaging across the nine items and higher scores meaning higher extent of distractive smartphone use in learning settings (Flanigan & Kiewra, 2018). Educational smartphone use was measured by asking participants to rate how frequent they engage in three types of smartphone activities in learning settings (e.g., lectures, homework, and so forth).…”

Section: Measurementsmentioning

confidence: 99%

Understanding student simultaneous smartphone use in learning settings: A conceptual framework

Gao

Wei

et al. 2020

Computer Assisted Learning

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Smartphone use in learning settings is a common behaviour amongst college students. Building on the theory of consumerism, self-efficacy and addictive behaviours, the current study developed a three-component conceptual framework to understand college students' smartphone use in organizational as well as self-directed learning settings. One thousand and thirty-three students in Shenzhen completed an online survey that measured their frequency of using smartphones in learning settings, motivation for using smartphones in learning settings, behavioural control selfefficacy, smartphone use time, problematic smartphone use, multitask habit and impulsiveness. Regression and configurational analytical approaches were used to examine linear and nonlinear relationships. Results support the use of the proposed framework to explain students' smartphone use behaviour in learning settings.

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Section: Measurementsmentioning

confidence: 99%

Understanding student simultaneous smartphone use in learning settings: A conceptual framework

Gao

Wei

et al. 2020

Computer Assisted Learning

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“…Hence, attempts at crafting suitable cell phone policies appear to resort to more drastic and punitive measures. For example, many of the recommendations to curb cyber-slacking, as outlined by Flanigan and Kiewra (2018), appear to adopt a more zero tolerance to use of mobile devices in a class setting.…”

Section: Mobile Cell Phone Policymentioning

confidence: 99%

“…(3) In terms of the implementation of an appropriate mobile phone policy for the use on campus, university administrators and lecturers could consider adopting the softer strategies as espoused by Flanigan and Kiewra (2018) as against the harsher policies of strict enforcement and bans. As suggested, measures which include incorporating mobile phone as a teaching tool, providing incentives which foster an active learning JRIT&L atmosphere, and to encourage students' motivation to self-regulate compulsive use during class are preferred options for Caribbean institutions.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Undergraduate mobile phone use in the Caribbean

Ahmad

2019

JRIT

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Purpose The purpose of this paper is to present the results of a survey regarding undergraduate students’ mobile phone usage patterns and its implication for teaching and learning in the Caribbean higher education academic environment. Design/methodology/approach A total of 144 students participated in the survey. The survey method utilized a structured questionnaire design comprising 24 items which was completed by students. A quantitative research methodology was used to analyze the data on student mobile phone usage patterns in an educational setting. Findings The results indicate that students find mobile phones to be an indispensable tool inside and outside the classroom environment. More interestingly, it revealed that despite unique socio-economic factors, students’ mobile phone adoption, usage and perception patterns in a developing country mirror those of their counterparts in developed states. This has profound implications for education policy in the region. Originality/value Little research has been done on students’ mobile phone use in the developing world context. Even less work has been done exploring mobile phone usage patterns of university students in the Caribbean region. Given the similarities with developed states, this paper shares ideas with university management and administration how they can incorporate mobile phone technology into their teaching methods, to enhance the learning experience in the Caribbean and the wider developing world context.

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“…However, smartphone usage in university classrooms can inevitably lead to distraction—such as checking emails, sending text messages, or using social media during class for off-task purposes. Studies indicate anywhere from 81% to 90% of students report using their phone at least once per lecture for off-task purposes (Berry & Westfall, 2015; Flanigan & Kiewra, 2018). Literature and empirical experience indicate unstructured in-classroom cell phone use could result in negative educational outcomes.…”

mentioning

confidence: 99%

“…Literature and empirical experience indicate unstructured in-classroom cell phone use could result in negative educational outcomes. Students who use cell phones for off-task purposes seem to take notes in class less frequently, earn lower test scores, and lower experience grades overall (Flanigan & Kiewra, 2018). Ultimately, off-task smartphone use is thought to negatively impact student engagement by creating a cycle of progressive failure, disengagement, and discouragement (Langmia & Glass, 2014).…”

mentioning

confidence: 99%

“Cell Phones Under the Table”: Meeting Students’ Needs to Reduce Off-Task Smartphone Use Through Faculty–Student Collaboration

Batch

Roberts

Nakonechnyi

et al. 2021

Journal of Educational Technology Systems

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While technology offers educators many affordances to provide students with rich educational experiences, literature and empirical experience indicates that students’ unstructured cell phone usage may have adverse impacts on student achievement and create a contagious climate of distraction. This research project seeks to understand students’ unstructured cell phone usage, faculty response, and foster improved student–faculty communication to determine concrete interventions to off-task smartphone usage. For the purposes of this study, we surveyed and interviewed faculty and undergraduate students at two small private universities in the United States. Findings suggest that students and faculty recognize the limitations of punitive cell phone policies and desire intervention. Giving students’ movement alternatives and offering faculty more training in using smartphones as educational tools may be acceptable solutions.

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What College Instructors Can Do About Student Cyber-slacking

Cited by 77 publications

References 64 publications

Understanding student simultaneous smartphone use in learning settings: A conceptual framework

Understanding student simultaneous smartphone use in learning settings: A conceptual framework

Undergraduate mobile phone use in the Caribbean

“Cell Phones Under the Table”: Meeting Students’ Needs to Reduce Off-Task Smartphone Use Through Faculty–Student Collaboration

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