Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning

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Author(s): Anna C. Brady (Georgia Southern University, USA), Yeo-eun Kim (Washington University in St. Louis, USA)and Jacqueline von Spiegel (The Ohio State University, USA)
Copyright: 2022
Pages: 23
Source title: Digital Distractions in the College Classroom
Source Author(s)/Editor(s): Abraham Edward Flanigan (Georgia Southern University, USA)and Jackie HeeYoung Kim (Georgia Southern University, USA)
DOI: 10.4018/978-1-7998-9243-4.ch006

Keywords: Higher Education / Human-Computer Interaction / Information Science Reference / Social Sciences & Humanities

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Abstract

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

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Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning

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