東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student Use and Misuse of Personal T...

Currie, Anna Villani.

Linked to FindBook

Google Book

Amazon

博客來

Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom./
Author:	Currie, Anna Villani.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710596
ISBN:	9781321865783

Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom.
Currie, Anna Villani.

Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom. - 140 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--North Carolina State University, 2015.

A quantitative research study was conducted with 120 undergraduate higher education students at a large metropolitan university using a self-reporting online survey to measure student use and misuse of personal technological devices (PTDs) during instruction. Data regarding time spent using PTDs on course related and non-course related material during class was gathered along with basic demographics: age, gender, level of undergraduate study, grade point average (GPA). In addition, levels of engagement, deficient self-regulation (DSR), media system dependency (MSD), and PTD dependency were determined. Analyses were made using descriptive statistics, correlations, and regressions. Findings indicated that many higher education students are not 100% engaged in the class instruction but rather distracted by PTDs and by classmates that use PTDs during instruction. Sixty five percent (78) of students in the study reported that they did not use PTDs solely for course related material during instruction. In fact, when asked specifically, 77.5% (93) of students in the study reported that they used PTDs for non-course related material during class instruction, including accessing emails, texting, social media, gaming, or watching movies. The most significant analysis from this study indicated that a unit change in student level of DSR explained 30.8% of the change in the mean score of student PTD dependency.

ISBN: 9781321865783Subjects--Topical Terms:

641065
Higher education.

Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom.
LDR:02357nmm a2200301 4500 001 2074036
005 20160927021512.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321865783
035 $a (MiAaPQ)AAI3710596
035 $a AAI3710596
040 $a MiAaPQ $c MiAaPQ
100 1 $a Currie, Anna Villani. $3 3189336
245 1 0 $a Student Use and Misuse of Personal Technological Devices in the Higher Education Classroom.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Diane Chapman.
502 $a Thesis (Ed.D.)--North Carolina State University, 2015.
520 $a A quantitative research study was conducted with 120 undergraduate higher education students at a large metropolitan university using a self-reporting online survey to measure student use and misuse of personal technological devices (PTDs) during instruction. Data regarding time spent using PTDs on course related and non-course related material during class was gathered along with basic demographics: age, gender, level of undergraduate study, grade point average (GPA). In addition, levels of engagement, deficient self-regulation (DSR), media system dependency (MSD), and PTD dependency were determined. Analyses were made using descriptive statistics, correlations, and regressions. Findings indicated that many higher education students are not 100% engaged in the class instruction but rather distracted by PTDs and by classmates that use PTDs during instruction. Sixty five percent (78) of students in the study reported that they did not use PTDs solely for course related material during instruction. In fact, when asked specifically, 77.5% (93) of students in the study reported that they used PTDs for non-course related material during class instruction, including accessing emails, texting, social media, gaming, or watching movies. The most significant analysis from this study indicated that a unit change in student level of DSR explained 30.8% of the change in the mean score of student PTD dependency.
590 $a School code: 0155.
650 4 $a Higher education. $3 641065
650 4 $a Higher education administration. $3 2122863
650 4 $a Educational technology. $3 517670
650 4 $a Behavioral psychology. $3 2122788
690 $a 0745
690 $a 0446
690 $a 0710
690 $a 0384
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0155
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710596