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  • From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms

    Author(s)
    Barry, Shane
    Murphy, Karen
    Drew, Steve
    Griffith University Author(s)
    Murphy, Karen A.
    Barry, Shane C.
    Drew, Steve J.
    Year published
    2015
    Metadata
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    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 ...
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    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.
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    Journal Title
    Computers & Education
    Volume
    81
    DOI
    https://doi.org/10.1016/j.compedu.2014.10.014
    Subject
    Curriculum and Pedagogy not elsewhere classified
    Education Systems
    Specialist Studies in Education
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/89190
    Collection
    • Journal articles

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