Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction

Autor/inn/en	Iluzada, Christina Long; Wakefield, Robin L.; Alford, Allison M.
Titel	Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction
Quelle	In: Journal of Effective Teaching in Higher Education, 4 (2021) 3, S.111-131 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	College Students; Student Attitudes; Handheld Devices; Laptop Computers; Classroom Environment; Student Satisfaction; Attention; Policy; Cognitive Processes; Attention Control; Classroom Techniques; Preferences; Technology Uses in Education + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Laptop computer; Laptop; Computer; Digitalrechner; Klassenklima; Unterrichtsklima; Aufmerksamkeit; Politik; Cognitive process; Kognitiver Prozess; Aufmerksamkeitstest; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01