Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom

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Author(s): Noah Q. Cowit (University of Colorado, USA)and Lecia J. Barker (University of Colorado, USA)
Copyright: 2022
Pages: 24
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.ch012

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

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Abstract

Synchronous remote learning was adopted widely due to the 2020 COVID-19 pandemic. To many educators and students, this was a new medium through which distraction could take place. The research described in this chapter investigates students' perceptions surrounding their engagement and distraction in the synchronous remote learning environment long after the chaos of the 2020 shutdown had eased. Drawing on 32 one-hour interviews conducted during the 2020-21 academic year of undergraduate students in remote classes, data were grouped into three major themes: social presence, cognitive load, and virtual and physical environments. These themes are described in depth in this chapter through discussion of interviewees' quotations. This study provides a nuanced view of students' experiences with synchronous remote learning and contributes to the theory of role strain.

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Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom

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