Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment

Abstract

This paper reports the findings of a small-scale study that documented the use of information technology for learning by a small group of postgraduate students. Our findings support current knowledge about characteristics displayed by effective e-learners, but also highlight a less researched but potentially important issue in developing e-learning expertise: the ability of students to manage the combination of learning and non-learning activities online. Although multi-tasking has been routinely observed amongst students and is often cited as a beneficial attribute of the e-learner, there is evidence that many students found switching between competing activities highly distracting. There is little empirical work that explores the ways in which students mitigate the impact of non-learning activities on learning, but the evidence from our study suggests that students employ a range of 'boundary management' techniques, including separating activities by application and by technology. The paper suggests that this may have implications for students' and tutors' appropriation of Web 2.0 technologies for educational purposes and that further research into online boundary management may enhance understanding of the e-learning experience.

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

“…When e-learning occurs this way, the engagement and skill challenges experienced by many e-learners are often resolved (Winter, Cotton, Gavin, & Yorke, 2010). Stated another way, scaffolding is a framework that enables the learner to pace learning and internalize knowledge as manageable chunks of learning (Baker, 2010;Kim & Hannafin, 2011;Lipscomb, Swanson, & West, 2004;Verenikina, 2008).…”

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

“…Nonetheless, multitasking does not always have negative consequences and may even have beneficial cognitive outcomes [15]. Indeed, this study found out that up to 74 of university students report that multitasking provides them enjoyment.…”

“…At the same time, several recent studies suggest that multitasking does not always have negative outcomes and may even have beneficial cognitive outcomes [15]. For example, [39]found no significant correlation between media multitasking and a range of psychosocial well-being factors, including emotional positivity, sociability, and impulsivity.…”

“…Research on information and communication technology (ICT)-induced multitasking among students documents a number of unlikeable outcomes, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance [3][4][5][6][7] [8] [9,10] [11,12] [9,13]. Nonetheless, other recent studies suggest that multitasking does not always have negative outcomes and may even have beneficial cognitive outcomes [14] [15].…”

The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

“…While opinions differ about how teachers and educational developers can address these challenges, most frequent in the literature is the view that e-learning requires design through scaffolding that is grounded in relevant learning theory and diverse experiences for interaction. This way, the engagement and skill challenges of some e-learners are generally resolved (Winter, Cotton, Gavin, & Yorke, 2010). Scaffolding is a framework that enables the learner to pace his or her learning and experience it as manageable chunks (Alias, 2012;Baker, 2010;Grady, 2006;Kim & Hannafin, 2011;Lipscomb, Swanson, & West, 2004;McKenzie, 2000;Verenikina, 2008).…”