(Dis)Connected Generation
College students have a variety of temptations that can keep them from making the most of their learning in and out of the classroom. Moreover, students’ habits and behaviors related to mobile device use can hinder their learning and can stymie faculty’s effective teaching practices. To explore the...
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| Format: | Article |
| Language: | English |
| Published: |
University of North Carolina Wilmington
2025-01-01
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| Series: | Journal of Effective Teaching in Higher Education |
| Subjects: | |
| Online Access: | https://jethe.org/index.php/jethe/article/view/414 |
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| _version_ | 1832087980938887168 |
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| author | Amy Baldwin Louis Nadelson Dana Triblle |
| author_facet | Amy Baldwin Louis Nadelson Dana Triblle |
| author_sort | Amy Baldwin |
| collection | DOAJ |
| description |
College students have a variety of temptations that can keep them from making the most of their learning in and out of the classroom. Moreover, students’ habits and behaviors related to mobile device use can hinder their learning and can stymie faculty’s effective teaching practices. To explore these issues, we conducted a phenomenological study to examine first-year college students’ responses to questions about mobile devices to determine how faculty can improve classroom engagement. Findings included that students recognize the distraction that mobile devices have on their learning yet need more self-management skills to ensure that technology does not disrupt the focus required to learn. Students also revealed that they did not see the use of mobile devices in the classroom by other students as impeding their ability to learn. The implications of these results point to an opportunity to develop instructional strategies that can help students develop better self-regulation that could positively impact learning.
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| format | Article |
| id | doaj-art-4be834ad5f69488c94b054a6237389b5 |
| institution | Kabale University |
| issn | 2578-7608 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | University of North Carolina Wilmington |
| record_format | Article |
| series | Journal of Effective Teaching in Higher Education |
| spelling | doaj-art-4be834ad5f69488c94b054a6237389b52025-02-06T00:06:37ZengUniversity of North Carolina WilmingtonJournal of Effective Teaching in Higher Education2578-76082025-01-017210.36021/jethe.v7i2.414(Dis)Connected GenerationAmy Baldwin0Louis Nadelson1Dana Triblle2University of Central ArkansasUniversity of Central ArkansasArkansas Tech University College students have a variety of temptations that can keep them from making the most of their learning in and out of the classroom. Moreover, students’ habits and behaviors related to mobile device use can hinder their learning and can stymie faculty’s effective teaching practices. To explore these issues, we conducted a phenomenological study to examine first-year college students’ responses to questions about mobile devices to determine how faculty can improve classroom engagement. Findings included that students recognize the distraction that mobile devices have on their learning yet need more self-management skills to ensure that technology does not disrupt the focus required to learn. Students also revealed that they did not see the use of mobile devices in the classroom by other students as impeding their ability to learn. The implications of these results point to an opportunity to develop instructional strategies that can help students develop better self-regulation that could positively impact learning. https://jethe.org/index.php/jethe/article/view/414Student Self-RegulationDistraction from LearningIdentityStudent DevelopmentHigh Impact Learning |
| spellingShingle | Amy Baldwin Louis Nadelson Dana Triblle (Dis)Connected Generation Journal of Effective Teaching in Higher Education Student Self-Regulation Distraction from Learning Identity Student Development High Impact Learning |
| title | (Dis)Connected Generation |
| title_full | (Dis)Connected Generation |
| title_fullStr | (Dis)Connected Generation |
| title_full_unstemmed | (Dis)Connected Generation |
| title_short | (Dis)Connected Generation |
| title_sort | dis connected generation |
| topic | Student Self-Regulation Distraction from Learning Identity Student Development High Impact Learning |
| url | https://jethe.org/index.php/jethe/article/view/414 |
| work_keys_str_mv | AT amybaldwin disconnectedgeneration AT louisnadelson disconnectedgeneration AT danatriblle disconnectedgeneration |