Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments

Investigation of High School Students’ Cyberloafing Behaviors in Classes

“…İş yaşamında yıllarca konu edilen bu kavram eğitim alanında da yeni yeni ifade edilir hale gelmiştir (Özcan vd., 2017). Öğrencilerin derslerde bu tür teknolojileri kullanmaları dikkat dağınıklığına neden olabileceğinden, onların derse ilgi, performans ve katılımlarının azalması gibi istenmeyen durumların oluşmasına da sebebiyet verebilmektedir (Adams, 2006;Brubaker, 2006;Ergün ve Altun, 2012;Karaoğlan Yılmaz, Yılmaz, Öztürk, Sezer ve Karademir, 2015;Yaşar ve Yurdugül, 2013). Bununla birlikte öğrencilerin interneti aşırı kullanmalarının, akademik başarılarında düşüşe sebebiyet verdiği (örn., Chou ve Hsiao, 2000;Dursun vd., 2018;Jacobsen ve Forste, 2011;Ravizza vd., 2014) ve zararlı bir oyalama aracı (örn., Wu vd., 2018) olduğu da birçok çalışmada vurgulanmıştır.…”

Internet Use and Abuse: Connection with Internet Addiction

“…In their work Akbulut et al (2016) include into cyberloafing activities of sending or receiving emails and text messages, browsing on web sites, communication in chat rooms or via social networks, other activities on social networks, online shopping, downloading or playing games for private purposes other than work related. Yilmaz et al (2015) says that cyberloafing was originally described only in the context of work environment as counterproductive work behavior. However, with the increasing cases of school disruption due to ICT use, we start speaking about this phenomenon also in the school classroom environment.…”

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

“…Another limitation to be considered was the fields of science of the participants, which were limited to those from the Faculties of Medicine, Nursing, Pharmacology and Psychology. The research on the use of technology showed the interconnection between the different fields of science, i.e., the 'hard' and 'soft' sciences, and/or the 'pure' and 'applied' sciences, regarding online behaviour [4,17]. The variety in the fields of science could be a consideration for the next researchers studying cyberslacking by students.…”

“…The methods of note-taking, using paper and pencil, employed by prior generations, have now changed to the use of laptops as tools for note-taking in the current learning environment [3]. The availability of internet access on campus provides challenges to lecturers in classrooms, owing to the tendency of students to browse non-academic content, such as social media, to update status or access games, and browsing other websites irrelevant to the learning materials being discussed [4,5]. Accessing the internet during class for such non-academic content, irrelevant to the learning objectives, is referred to as "cyberslacking" or "cyberloafing" [6,7].…”