Kay Lauricella 2011
Unstructured vs. Structured Use of Laptops in Higher Education
1. Références
- Référence complète APA : Kay, R., & Lauricella, S. (2011). Unstructured vs. Structured Use of Laptops in Higher Education. Journal of Information Technology Education: Innovations in Practice, 10.
- Auteur(s) : Robin Kay and Sharon Lauricella
2. Copies
- Copie en ligne : http://www.jite.org/documents/Vol10/JITEv10IIPp033-042Kay840.pdf
- Copie locale : Fichier:Kay Lauricella 2011.pdf
- Copie physique :
3. Mots-clés
4. Abstract
A majority of today’s higher education students have been nurtured on a steady diet of technol- ogy and Internet access, leading to the increased presence of laptops in higher education class- rooms. However, many instructors are unsure whether or how to assimilate this technology into their lessons. The purpose of the following study was to examine the impact of unstructured (limited use) vs. structured (active use) use of laptops for 177 university students (89 males, 88 females). Both on-task (note taking, academic activities) and off-task (email, instant messaging, games, movies) behaviours were examined by surveying students. Paired-t-tests revealed that structured use of laptops resulted in significantly more time spent on note taking and academic activities and significantly less time spent on sending personal emails, instant messages and play- ing games during class. It is concluded that future research needs to focus on evaluating specific strategies that maximize the benefits and minimize the distractions of using laptops.
5. Résumé (facultatif)
The purpose of the following study was to examine the impact of unstructured (limited use) vs. structured (active use) use of laptops for 177 university students (89 males, 88 females). Both on-task (note taking, academic activities) and off-task (email, instant messaging, games, movies) behaviours were examined by surveying students. Paired-t-tests revealed that structured use of laptops resulted in significantly more time spent on note taking and academic activities and significantly less time spent on sending personal emails, instant messages and play- ing games during class.