Exploring the relationship between creativity and cyberloafing of prospective teachers

Akar, İbrahim; Coşkun, Burcu Karabulut

doi:10.1016/j.tsc.2020.100724

Cited by 18 publications

(10 citation statements)

References 45 publications

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“…Our study contributes to the link of IL and innovation, providing further evidence of how “novelty input” leads to “novelty output” in the perspective of self-efficacy. We respond to Akar and Coskun ( 2020 )'s call for more research on the relationship of online novelty-seeking behavior and creativity. Most prior research has been conducted on novelty-seeking behaviors, such as general browsing on web and cyberloafing, etc.…”

Section: Discussionmentioning

confidence: 96%

“…Novelty-seeking behavior (obtaining novel information such as browsing the Web) has been found a closer link with boredom-avoiding, but it has inconsistent relationship with creativity depending on the different types of novelty-seeking behavior. For example, cyberloafing is typically portrayed as negative behavior that leads to a loss of performance and work engagement, whereas Akar and Coskun ( 2020 ) found it has significantly positive but small relationship with creativity in prospective teachers. Some researchers have asserted that it could sometimes provide creativity and flexibility to employees if control is provided, and they called for more research into its relationship with creativity.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Abecassis-Moedas et al ( 2016 ) found that entrepreneurs can learn to innovate by imitating and observing their parents, professors, colleagues or mentors, and practice immediately, thereby promoting their own level of innovation. (3) Environmental scanning can help individuals get unexpected ideas and increase flexibility (Akar and Coskun, 2020 ), as well as avoid costly mistakes and searching work (Gino et al, 2010 ). Based on the above results, IL may have a positive effect on innovation in two perspectives: interaction with others/environment and autonomous experimentation.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

Liu

Huang

et al. 2021

Front. Psychol.

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The home quarantine in the COVID-19 pandemic has created challenges for teaching across the world and called for innovative teaching, as well as teachers' learning. Given the rapid development of teachers' online learning and teaching, identifying effective ways to facilitate innovative teaching under such challenging conditions is a critical issue. Although researchers have realized that workplace informal learning (IL) increasingly reveals its potential value to individual development, the relationship between IL and innovation has been under-explored. The purpose of this study was to evaluate the impact of IL on innovative teaching, through the mediating roles of three types of teaching-related efficacy, with a particular focus on college teachers and online context. A sample of 479 Chinese college teachers was randomly selected to participate in the survey. The results showed that teachers' online IL in pandemic improved their personal teaching efficacy and ICT efficacy (information and communication technology efficacy), and then facilitated their innovative teaching without differences of gender and teaching-age effect. Whereas, general teaching efficacy was not a mediator between online IL and innovative teaching. Hence, we proposed a can-do motivating model of teacher efficacy in fostering innovative teaching through informal learning. It implies three properties of teachers' online IL: social interaction, autonomous learning and novelty-seeking. It also revealed that innovative teaching can be driven in COVID-19 pandemic, mainly by learning domain-specific knowledge and skills, thus enhancing personal teaching efficacy and ICT efficacy in online teaching context.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

Liu

Huang

et al. 2021

Front. Psychol.

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“…Given the proof of the significance of exams and tests for learning, educators had to consider postponing rather than renounce assessments. Akar and Coskun ( 2020 ) found that innovative teaching had a slight but positive relationship with creativity. From their point of view, it was not necessarily a consequence of shifting offline teaching to online platforms.…”

Section: Introductionmentioning

confidence: 99%

The impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method

Takács

Kárász

et al. 2023

Humanit Soc Sci Commun

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Universities around the world were closed for several months to slow down the spread of the COVID-19 pandemic. During this crisis, a tremendous amount of effort was made to use online education to support the teaching and learning process. The COVID-19 pandemic gave us a profound insight into how online education can radically affect students and how students adapt to new challenges. The question is how switching to online education affected dropout? This study shows the results of a research project clarifying the impact of the transition to online courses on dropouts. The data analysed are from a large public university in Europe where online education was introduced in March 2020. This study compares the academic progress of students newly enroled in 2018 and 2019 using IRT modelling. The results show that (1) this period did not contribute significantly to the increase in dropout, and we managed to retain our students.(2) Subjects became more achievable during online education, and students with less ability were also able to pass their exams. (3) Students who participated in online education reported lower average grade points than those who participated in on-campus education. Consequently, on-campus students could win better scholarships because of better grades than students who participated in online education. Analysing students’ results could help (1) resolve management issues regarding scholarship problems and (2) administrators develop programmes to increase retention in online education.

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“…Accordingly, scholars have introduced the terms ‘cyberloafing’ (Lim, 2002 ) and ‘cyberslacking ’ (Garrett & Danziger, 2008b ) as a form of workplace production deviance, and conducted considerable research on the antecedents, consequences, and management of cyberloafing at work setting (see Mercado et al, 2017 ; Metin Orta & Güngör, 2018 ; Sampat & Basu, 2017 for a review). While some of them lay stress upon the detrimental consequences of cyberloafing, such as uncompleted work and diminished productivity among employees (Lim & Chen, 2012 ), others address its benefits on individuals’ well-being, such as better coping with personal problems, job stress, increased creativity, performance, productivity and job satisfaction (Akar & Coskun, 2020 ; Lim & Chen, 2012 ; Özkalp & Yıldız, 2018 ).…”

mentioning

confidence: 99%

Cyberloafing behaviors among university students: Their relationships with positive and negative affect

Metin-Orta

Demirtepe-Saygılı

2021

Curr Psychol

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With the technological advances, the use of digital devices, such as laptops, tablets, or smartphones in the educational setting has become prevalent among young people. Accordingly, there has been an increased concern among scholars on students’ in-class Internet use for personal purposes; namely, ‘cyberloafing’. Considerable research has demonstrated the adverse effects of in-class Internet use on students’ learning environment and academic performance. The present study particularly investigates the relationship between cyberloafing behaviors and positive and negative affect among university students. It examines five different online activities including sharing, shopping, real-time updating, accessing online content, and gaming/gambling separately to gain greater insight into students’ cyberloafing behaviors. The sample consisted of 267 undergraduate students who filled out questionnaires measuring cyberloafing behaviors, positive and negative affect, and demographical information including the use of the Internet and mobile technologies. The initial analyses showed that male students had higher scores in shopping, accessing online content, and gaming/gambling than females. The latent variable analysis revealed that among different activities of cyberloafing, accessing online content and gaming/gambling were positively correlated with positive affect, while sharing was positively associated with negative affect among students. The findings emphasize the importance of evaluating cyberloafing as a part of students’ psychological well-being rather than a variable merely related to academic achievement. The findings of the study also enlighten researchers and educators in developing appropriate policies and interventions to manage misuse of the Internet in class.

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Exploring the relationship between creativity and cyberloafing of prospective teachers

Cited by 18 publications

References 45 publications

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

The impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method

Cyberloafing behaviors among university students: Their relationships with positive and negative affect

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