Task selection, task switching and multitasking during computer-based independent study

Abstract

Detailed logs of students' computer use, during independent study sessions, were captured in an open-access computer laboratory. Each log consisted of a chronological sequence of tasks representing either the application or the Internet domain displayed in the workstation's active window. Each task was classified using a three-tier schema according to its likely context of use: The top-level categories being Academic, Communication, Information, Recreation and Applications. Students switched tasks frequently -median task duration was only 31 seconds. Approximately 30% of all tasks were Academic with the majority of these involving the university's learning management system. Communication and Recreation tasks accounted for 18% and 9% of tasks respectively. Up to one half of all tasks were not related to study. Multitasking was very common during independent study sessions, particularly when Communication tasks were active. This study confirms that students are likely to regularly switch tasks, attend to distracting tasks, and multitask during independent study. Each one of these behaviours has the potential to negatively impact on students' learning, and when combined they indicate that students are relatively inefficient at managing competing tasks and their time when studying.

The Students’ Use of Google Classroom in Learning English

“…Conard and Marsh argued that their students used some advantageous multitasking strategies. In a similar vein, (Judd, 2015) investigated the tract records of computer logs during students' independent learning sessions. The study found that the students switched tasks frequently in averagely every 31 second across Academic, Communication, Information, Recreation and Applications tasks.…”

Explaining university students’ effective use of e‐learning platforms

“…Although CA may be associated with individual traits, the role of student motivation and of the external environment in achieving such levels of immersion are also relevant. As multitasking and distractions posed by problematic internet habits (Bozoglan, Demirer, & Sahin, ; Judd, ) could interfere with the effective use of CDL technology, in their e‐learning programs, institutions should emphasize the importance of securing an environment that is conducive to CA, advising students on how to create such environment.…”

Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking

“…University students who have grown up in the digital world are used to the life that is always-on and constantly connected. On the university campus, multitasking with digital technologies has become the norm in formal (Hembrooke & Gay, 2003;Kraushaar & Novak, 2010) and informal learning settings (Judd, 2015;Rosen, Carrier, & Cheever, 2013). Although multitasking is not a new phenomenon, its frequency has increased markedly due to the pervasiveness and ubiquity of digital technologies (Wood & Zivcakova, 2015).…”