Communication Technology Use and Study Skills

Autor/in	Thompson, Penny
Titel	Communication Technology Use and Study Skills
Quelle	In: Active Learning in Higher Education, 18 (2017) 3, S.257-270 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417715204
Schlagwörter	Study Skills; Technology Uses in Education; Social Networks; Social Media; Academic Achievement; Self Disclosure (Individuals); Online Courses; Electronic Learning; College Freshmen; Learning Strategies; Interest Inventories; Incidence; Correlation; Cognitive Style; Student Surveys; Classroom Techniques; Mass Media Effects; Mass Media Use; Measures (Individuals); Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Studientechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Social network; Soziales Netzwerk; Soziale Medien; Schulleistung; Online course; Online-Kurs; Studienanfänger; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interest profile; Interessenprofil; Vorkommen; Korrelation; Cognitive styles; Kognitiver Stil; Schülerbefragung; Klassenführung; Mediennutzung; Messdaten
Abstract	Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students' needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01