Abstract
Classroom access to computers, smart phones, and the Internet may be indispensable for teaching and learning both for the student and instructor, yet these technologies can also be an impediment to learning as students tend to use them to engage in activities unrelated to the classwork. Using survey data collected from 187 US and 204 Namibian university students, this paper examines the factors that influence students' in-class digital distraction from a cross-cultural perspective. The findings suggest that Internet addiction, learning style preference, contextual and individual student factors significantly influence the intensity of student in-class digital distraction. The paper concludes with a discussion of the pedagogical and classroom management implications of the findings and provides recommendations for researchers as well as educators.
| Original language | English |
|---|---|
| Pages (from-to) | 1-18 |
| Number of pages | 18 |
| Journal | Information Resources Management Journal |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2015 |
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All Science Journal Classification (ASJC) codes
- Business and International Management
- Strategy and Management
- Library and Information Sciences
Cite this
An empirical study of the factors that influence in-class digital distraction among university students : A U.S. - Namibia cross-cultural study. / Nath, Ravinder; Chen, Leida; Muyingi, H. N.
In: Information Resources Management Journal, Vol. 28, No. 4, 01.10.2015, p. 1-18.Research output: Contribution to journal › Article
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TY - JOUR
T1 - An empirical study of the factors that influence in-class digital distraction among university students
T2 - A U.S. - Namibia cross-cultural study
AU - Nath, Ravinder
AU - Chen, Leida
AU - Muyingi, H. N.
PY - 2015/10/1
Y1 - 2015/10/1
N2 - Classroom access to computers, smart phones, and the Internet may be indispensable for teaching and learning both for the student and instructor, yet these technologies can also be an impediment to learning as students tend to use them to engage in activities unrelated to the classwork. Using survey data collected from 187 US and 204 Namibian university students, this paper examines the factors that influence students' in-class digital distraction from a cross-cultural perspective. The findings suggest that Internet addiction, learning style preference, contextual and individual student factors significantly influence the intensity of student in-class digital distraction. The paper concludes with a discussion of the pedagogical and classroom management implications of the findings and provides recommendations for researchers as well as educators.
AB - Classroom access to computers, smart phones, and the Internet may be indispensable for teaching and learning both for the student and instructor, yet these technologies can also be an impediment to learning as students tend to use them to engage in activities unrelated to the classwork. Using survey data collected from 187 US and 204 Namibian university students, this paper examines the factors that influence students' in-class digital distraction from a cross-cultural perspective. The findings suggest that Internet addiction, learning style preference, contextual and individual student factors significantly influence the intensity of student in-class digital distraction. The paper concludes with a discussion of the pedagogical and classroom management implications of the findings and provides recommendations for researchers as well as educators.
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U2 - 10.4018/IRMJ.2015100101
DO - 10.4018/IRMJ.2015100101
M3 - Article
AN - SCOPUS:84944688686
VL - 28
SP - 1
EP - 18
JO - Information Resources Management Journal
JF - Information Resources Management Journal
SN - 1040-1628
IS - 4
ER -