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Student Perceptions of Digital Distraction Prevention and Student-Instructor Rapport

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Title: Student Perceptions of Digital Distraction Prevention and Student-Instructor Rapport
Language: English
Authors: Flanigan, Abraham E. (ORCID 0000-0002-8480-211X), Hosek, Angela M., Frisby, Brandi (ORCID 0000-0003-0123-6560), Babchuk, Wayne A., Ray, Emily
Source: Communication Education. 2023 72(3):217-236.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Attention Control, Handheld Devices, Prevention, Teacher Student Relationship, Undergraduate Students, College Faculty, Classroom Techniques, Self Determination, Course Descriptions
DOI: 10.1080/03634523.2022.2149828
ISSN: 0363-4523
1479-5795
Abstract: The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be influenced by digital distraction prevention. Participants endorsed course technology policies that are developed in collaboration between students and instructors and that are targeted at curbing the use of digital devices for social, rather than educational, purposes. Findings indicate that such policies can improve student buy-in and improve student perceptions of rapport. Although participants identified confrontational enforcement strategies (e.g., calling students out, grade reductions, phone confiscation) as most effective for reducing the amount of digital distraction during class when policies are violated, these strategies were also identified as being most harmful to their perceptions of rapport with instructors. Despite regularly using devices for off-task purposes during class, most participants are not worried about getting caught because they do not believe their instructors are particularly concerned about the amount of ongoing digital distraction in the classroom. Recommendations for addressing student digital distraction while protecting the quality of student-instructor rapport are provided through the lens of self-determination theory.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391674
Database: ERIC
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  Data: Student Perceptions of Digital Distraction Prevention and Student-Instructor Rapport
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  Data: <searchLink fieldCode="AR" term="%22Flanigan%2C+Abraham+E%2E%22">Flanigan, Abraham E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8480-211X">0000-0002-8480-211X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hosek%2C+Angela+M%2E%22">Hosek, Angela M.</searchLink><br /><searchLink fieldCode="AR" term="%22Frisby%2C+Brandi%22">Frisby, Brandi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0123-6560">0000-0003-0123-6560</externalLink>)<br /><searchLink fieldCode="AR" term="%22Babchuk%2C+Wayne+A%2E%22">Babchuk, Wayne A.</searchLink><br /><searchLink fieldCode="AR" term="%22Ray%2C+Emily%22">Ray, Emily</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Education%22"><i>Communication Education</i></searchLink>. 2023 72(3):217-236.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink>
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  Data: 10.1080/03634523.2022.2149828
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  Data: The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be influenced by digital distraction prevention. Participants endorsed course technology policies that are developed in collaboration between students and instructors and that are targeted at curbing the use of digital devices for social, rather than educational, purposes. Findings indicate that such policies can improve student buy-in and improve student perceptions of rapport. Although participants identified confrontational enforcement strategies (e.g., calling students out, grade reductions, phone confiscation) as most effective for reducing the amount of digital distraction during class when policies are violated, these strategies were also identified as being most harmful to their perceptions of rapport with instructors. Despite regularly using devices for off-task purposes during class, most participants are not worried about getting caught because they do not believe their instructors are particularly concerned about the amount of ongoing digital distraction in the classroom. Recommendations for addressing student digital distraction while protecting the quality of student-instructor rapport are provided through the lens of self-determination theory.
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