Before You Ban: Law Students' In-Class Laptop Usage and Academic Performance

Autor/in	Morse, Kimberly Ann
Titel	Before You Ban: Law Students' In-Class Laptop Usage and Academic Performance
Quelle	(2016), (107 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-2821-3
Schlagwörter	Hochschulschrift; Dissertation; Laptop Computers; Grades (Scholastic); Scores; Law Students; Law Schools; College Entrance Examinations; Observation; Time Management; Prediction; School Policy; Gender Differences; Tests; Classroom Environment; Attention Control; Law School Admission Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Laptop computer; Laptop; Computer; Digitalrechner; Notenspiegel; Aufnahmeprüfung; Beobachtung; Zeitmanagement; Vorhersage; Schulpolitik; Geschlechterkonflikt; Examination; Prüfung; Examen; Klassenklima; Unterrichtsklima; Aufmerksamkeitstest; Law school; Assessment; Admission criteria; Admission procedures; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Legal educators are routinely banning students' laptops or wireless connectivity in law classes. Faculty assumes students are significantly off-task and in-class laptops are harmful to learning. Current research focuses almost exclusively on undergraduate students technology uses in- and out of the classroom. Only a handful of studies objectively measure in-class laptop use and have found conflicting results about the impact of in-class laptops on learning or grades. For this study, first, second, and third year law students' in-class laptop use was tracked through sustained observations for an entire semester in five different law classes to determine the extent and nature of their off-task behavior. Additionally, this study examined whether students' accumulative time off-task predicted their final course grade after controlling for LSAT scores, Undergraduate GPAs, and other variables. The study further examines whether there are certain students off-task more than others and thus warrant special laptop policies. The findings from this study indicate that first, first-year law students (n = 52) were off-task 35% of the entire semester (SD = 22%). Second year students (n = 20) were off-task 42% of the entire semester (SD = 30%). And, finally, third year students (n = 23) were off-task for 28% of the entire semester (SD = 28%). Second, no matter how the students were grouped and their respective off-task means compared, there was no statistically significant difference, with a statistical power to detect large effects, among the groupings based on the: (a) year of the student, (b) type of class, (c) time of the class, (d) seat location within the classroom, (e) gender, and (f) type of final exam. Lastly, the results indicate that a higher or lower amount of time off-task does not predict a higher or lower final course grade after controlling for LSAT, UGPA, class seat, and final exam type. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01