Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Authors

Brandi N. Frisby, University of KentuckyFollow
Benson Sexton, Lindsey Wilson CollegeFollow
Marjorie Buckner, Texas Tech UniversityFollow
Anna-Carrie Beck, University of KentuckyFollow
Renee Monique Kaufmann, University of KentuckyFollow

Abstract

Framed by literature regarding classroom interactions that affect students’ cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students’ cognitive load. Implications for instructors to manage these distracting behaviors are discussed.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Frisby, Brandi N.; Sexton, Benson; Buckner, Marjorie; Beck, Anna-Carrie; and Kaufmann, Renee Monique (2018) "Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective," International Journal for the Scholarship of Teaching and Learning: Vol. 12: No. 2, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2018.120206