Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?

Autor/inn/en	Stowell, Jeffrey R.; Addison, William E.; Clay, Samuel L.
Titel	Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?
Quelle	In: College Teaching, 66 (2018) 2, S.98-103 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2018.1437533
Schlagwörter	Course Descriptions; Student Attitudes; Policy; Randomized Controlled Trials; College Students; Technology Integration; Educational Technology; Gender Differences; Competence; Interpersonal Communication; Teacher Student Relationship; Technology Uses in Education; Psychology; Likert Scales; Check Lists; Surveys; Hypothesis Testing; Correlation; Statistical Analysis; Illinois; Idaho + Suchen Sie Ihr Suchwort? Kursstrukturplan; Schülerverhalten; Politik; Collegestudent; Unterrichtsmedien; Geschlechterkonflikt; Kompetenz; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Psychologie; Likert-Skala; Checkliste; Survey; Umfrage; Befragung; Hypothesenprüfung; Hypothesentest; Korrelation; Statistische Analyse
Abstract	The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a community psychology course. The syllabi varied by the hypothetical instructor's technology policy (encouraging of appropriate technology use in the classroom, discouraging of all technology use, or a mixture of both) and instructor gender. Results showed that students rated instructors similarly on the Competency/Communication factor across all conditions but rated them significantly lower on the Rapport factor when the syllabus included a discouraging technology policy. Rapport ratings were also associated with students' self-reported dependence on technology. High instructor Rapport was associated with high levels of students' technology dependency in the encouraging technology policy condition (r = 0.29, p < 0.05), but low levels of technology dependency in the discouraging condition (r = -0.31, p < 0.05). Our findings suggest that if instructors include technology policies on their syllabi that restrict inappropriate technology use, they should also indicate situations in which technology use is appropriate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01