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• W2000797746 abstract "Becoming increasingly ubiquitous for students are the various uses of information and communication technologies (ICTs) within their wireless and networked learning environments. Many students use ICTs during lectures or tutorials for tasks unrelated to class learning activities, thus providing a potential misalignment with the intended learning outcomes. A sample of undergraduate and postgraduate psychology and business students were surveyed to determine their frequency of mobile ICT use in the classroom and the students' motivations and rationale for undertaking those activities unrelated to classroom learning. The survey contained quantitative items (categorical and Likert scale response items) and qualitative items requiring responses to open ended questions. Students indicated that using ICTs in ways misaligned with lesson learning outcomes, was related to the course content delivery mode, the promotion of passive or active learning, being domestic or international students, learner maturity, and the need for supporting course information. Understanding how and why students use mobile ICTs in classes can inform the redesign of classroom activities, to actively involve those technologies to assist in constructive alignment with the learning outcomes and enhance the student learning experience. • Students actively distract themselves through ICT use at university. • Different student groups use ICTs during classes for different reasons. • Students understand that non-course related ICT use during class is distracting. • Students use ICTs in positive ways to access course related materials." @default.
• W2000797746 created "2016-06-24" @default.
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• W2000797746 date "2015-02-01" @default.
• W2000797746 modified "2023-09-24" @default.
• W2000797746 title "From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms" @default.
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• W2000797746 doi "https://doi.org/10.1016/j.compedu.2014.10.014" @default.
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