Multi-Tasking: The Effects of Interacting With Technology On Learning In A Real-Time Classroom Lecture

An experiment was conducted with the primary purpose of determining whether multitasking while listening to lectures impacts on learning performance. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook) were compared to 3 control groups (a paper-and-pencil note-taking, a word-processing note-taking and a natural technology/note condition) over three sessions. The natural use control group was included to assess what level of multi-tasking, if any, occurs naturally in an authentic classroom lecture. The 7 (condition) X 3 (session) mixed design, revealed that participants m the Facebook and MSN conditions performed more poorly than participants in the paper-and-pencil use control. Fidelity measures indicated non-compliance with instructions within all conditions. Subsequent analyses, taking compliance into account, revealed that participants who did not use any technologies m any of the three lecture sessions, outperformed students who used some form of technology, even for as few as one session. Consistent with the Cognitive Bottleneck theory of attention (Welford, 1967), simultaneously performing 2 or more tasks results in decrements in performance in at least one of the tasks Overall, contrary to popular beliefs, findings indicate that using technology can have a detrimental impact on learning. The implications of the study are discussed with regards to educational initiatives that promote the use of digital technologies to increase learning opportunities

Learning Task Inventories (LTIs) in Introductory Organic Chemistry

University students who are capable of more accurate self-monitoring and self-assessment usually outperform less accurate students. Instructional support is an important tool that can be provided for learners to help them to understand that they should self-monitor and self-assess as well as how they should do this. To assist students in an introductory organic chemistry course in developing or improving self-monitoring and self-assessment skills, we offered scaffolding support through nine Learning Task Inventories (LTIs), completed weekly throughout one term. A class of 289 students were randomly assigned to one of 5 conditions (1 control = C1, and 4 experimental = E2-E5). Each group experienced a set of LTI conditions that differed with respect to feedback received and cognitive load. Specifically, participants in C1 received the LTIs. Condition E2 received LTIs and a metacognitive prompt. Conditions E3-E5 completed a learning quiz with different types of feedback: E3 received no feedback, E4 received brief feedback (i.e. The correct answer is A), and E5 received full feedback explaining specific answers. Participants also completed an introductory survey gathering important demographic information and an end-of-term survey assessing student reactions to the LTIs. Consistent with expectations, preliminary data support improved learning gains for reported test scores (F(2.86) = 4.48 value, p \u3c .02 ), such that students who received full feedback on their quizzes outperformed students who only completed the quiz. This presentation will present the results pertaining to student attitudes and the effects of treatment conditions on final exam grades

Learning Task Inventories (LTIs). Exploration of Optimal Conditions to Help Students Develop, Improve and Sustain Good Study and Learning Practices

To support students in an introductory organic chemistry course, scaffolding in the form of weekly Learning Task Inventories (LTIs) were introduced. LTIs are chapter-by-chapter lists of detailed learning tasks students are expected to master during the course. This paper describes efforts to effectively implement LTIs, the effect of differing implementations of LTIs on students’ final exam grades and students’ reactions to the use of LTIs

How do faculty members respond to their students' discussions of academic misconduct and academic integrity?

The present study conducted a qualitative analysis of faculty members? perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. Overall, seven overarching themes and a series of sub-themes were identified including the following: comfort level and knowledge about academic integrity issues (for faculty and for students), impressions about the interactive presentation, student engagement in the presentations, learning outcomes for faculty, safeguards against misconduct, and issues, consequences and proposed solutions to concerns. Key findings within these themes suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Faculty members were surprised by the frank and engaged interactions of their students during the interactive presentations. Only half of the faculty found the presentation content enhanced their own current knowledge. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. Discussion explores insights gained as a context for informing instructional practice