Learning in the Face of Digital Distractions: Empowering Instructors to Support Self-regulated Learning Within and Beyond the Classroom
Document Type
Contribution to Book
Publication Date
2022
Publication Title
Digital Distractions in the College Classroom
DOI
10.4018/978-1-7998-9243-4.ch006
ISBN
9781799892441
Abstract
Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.
Recommended Citation
Brady, Anna C., Yeo-eun Kim, Jacqueline von Spiegel.
2022.
"Learning in the Face of Digital Distractions: Empowering Instructors to Support Self-regulated Learning Within and Beyond the Classroom."
Digital Distractions in the College Classroom, Abraham Edward Flanigan and Jackie HeeYoung Kim (Ed.): 120-142: IGI Global.
doi: 10.4018/978-1-7998-9243-4.ch006 isbn: 9781799892441
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/318
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