Notebook or Facebook? How Students Actually Use Mobile Devices in Large Lectures

  • Vera Gehlen-Baum
  • Armin Weinberger
Part of the Lecture Notes in Computer Science book series (LNCS, volume 7563)

Abstract

In many lectures students use different mobile devices, like notebooks or smartphones. But the lecturers often do not know to what extent students use these devices for lecture-related self-regulated learning strategies, like writing notes or browsing for additional information. Unfortunately mobile devices also bear a potential for distraction. This article shows the results of observational study in five standard lectures in different disciplines and compares it to students’ responses on computer use in lectures. The results indicate a substantial divergence between students’ subjective stances on how they use mobile devices for learning in lectures and the actual observed, often lecture-unrelated behavior.

Keywords

Lectures mobile devices media use 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Greene, J.A., Azevedo, R.: The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments. Educational Psychologist 45(4), 203–209 (2010)CrossRefGoogle Scholar
  2. 2.
    Fried, C.B.: In-class laptop use and its effects on student learning. Computers & Education 50(3), 906–914 (2008)CrossRefGoogle Scholar
  3. 3.
    Kraushaar, J.M., Novak, D.C.: Examining the Effects of Student Multitasking with Laptops during the Lecture. Journal of Information Systems Education 21(2), 11 (2010)Google Scholar
  4. 4.
    Tippelt, R.: Vom projektorientierten zum problembasierten und situierten Lernen - Neues von der Hochschuldidaktik? In: Reiber, K., Richter, R. (eds.) Entwicklungslinien der Hochschuldidaktik. Ein Blick zurück nach vorn, pp. 135–157. Logos, Berlin (2007)Google Scholar
  5. 5.
    Lindroth, T., Bergquist, M.: Laptopers in an educational practice: Promoting the personal learning situation. Computers & Education 54(2), 311–320 (2010)CrossRefGoogle Scholar
  6. 6.
    Renkl, A.: Aktives Lernen = gutes Lernen? Reflektion zu einer (zu) einfachen Gleichung. Unterrichtswissenschaft 39, 194–196 (2011)Google Scholar
  7. 7.
    Grabe, M.: Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance. Computers & Education (2005)Google Scholar
  8. 8.
    Yantis, S.: Stimulus-driven attentional capture. Current Directions in Psychological Science 2(5), 156–161 (1993)CrossRefGoogle Scholar
  9. 9.
    Garner, J.K.: Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology 143(4), 405–426 (2009)MathSciNetCrossRefGoogle Scholar
  10. 10.
    Hasselhorn, M.: Metacognition und Lernen. In: Nold, G. (ed.) Lernbedingungen und Lernstrategien, pp. 35–64. Gunter Narr Verlag, Tübingen (2000)Google Scholar
  11. 11.
    Roschelle, J.: Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning 19(3), 12(3), 260–272 (2003)CrossRefGoogle Scholar
  12. 12.
    Ericsson, K.A., Kintsch, W.: Long-term working memory. Psychological Review 102(2), 211–245 (1995)CrossRefGoogle Scholar
  13. 13.
    Gehlen-Baum, V., Pohl, A., Weinberger, A., Bry, F.: Backstage – Designing a Backchannel for Large Lectures. In: Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C., Hernández-Leo, D. (eds.) EC-TEL 2012. LNCS, vol. 7563, pp. 459–464. Springer, Heidelberg (2012)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Vera Gehlen-Baum
    • 1
  • Armin Weinberger
    • 1
  1. 1.Educational TechnologySaarland UniversitySaarbrückenGermany

Personalised recommendations