课堂上的网络闲逛:对尼日利亚大学生的定性研究

IF 0.4 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY
Aderinola Ololade Dunmade, Akinade Adebowale Adewojo
{"title":"课堂上的网络闲逛:对尼日利亚大学生的定性研究","authors":"Aderinola Ololade Dunmade, Akinade Adebowale Adewojo","doi":"10.31211/rpics.2023.9.2.296","DOIUrl":null,"url":null,"abstract":"Background and Objective: The rise of academic cyberloafing — the non-academic use of internet connections during class — has emerged as a concern within the university context. While cyberloafing in the workplace has received ample attention, its counterpart in educational settings, particularly in Nigeria, remains less explored. This study aimed to explore and describe the experiences and perspectives of undergraduate students at a private Nigerian university regarding cyberloafing. Method: Using an adaption of the Cyberloafing in Educational Settings Scale, this study targeted a class of 15 final-year library and information science students. Data collected online underwent qualitative description and was presented verbatim. Results: Though students were unfamiliar with the term 'cyberloafing,' they acknowledged participating in such behaviors. The findings revealed habitual social media use during class hours, the employment of online tools for academic purposes, and a prevalent trend of gaming activities, often driven by internet addiction and boredom. Students also conveyed an understanding of the potential downsides and benefits of digital engagements during academic hours. Conclusion: The study urges university policymakers to implement measures promoting positive internet use and incorporate ethical cyber behavior awareness into curricula. It further recommends that parents and lecturers foster proper online usage and advocates for society-wide campaigns to raise awareness about ethical digital technology behavior.","PeriodicalId":52016,"journal":{"name":"Revista Portuguesa de Investigacao Comportamental e Social","volume":"34 1","pages":"0"},"PeriodicalIF":0.4000,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students\",\"authors\":\"Aderinola Ololade Dunmade, Akinade Adebowale Adewojo\",\"doi\":\"10.31211/rpics.2023.9.2.296\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background and Objective: The rise of academic cyberloafing — the non-academic use of internet connections during class — has emerged as a concern within the university context. While cyberloafing in the workplace has received ample attention, its counterpart in educational settings, particularly in Nigeria, remains less explored. This study aimed to explore and describe the experiences and perspectives of undergraduate students at a private Nigerian university regarding cyberloafing. Method: Using an adaption of the Cyberloafing in Educational Settings Scale, this study targeted a class of 15 final-year library and information science students. Data collected online underwent qualitative description and was presented verbatim. Results: Though students were unfamiliar with the term 'cyberloafing,' they acknowledged participating in such behaviors. The findings revealed habitual social media use during class hours, the employment of online tools for academic purposes, and a prevalent trend of gaming activities, often driven by internet addiction and boredom. Students also conveyed an understanding of the potential downsides and benefits of digital engagements during academic hours. Conclusion: The study urges university policymakers to implement measures promoting positive internet use and incorporate ethical cyber behavior awareness into curricula. It further recommends that parents and lecturers foster proper online usage and advocates for society-wide campaigns to raise awareness about ethical digital technology behavior.\",\"PeriodicalId\":52016,\"journal\":{\"name\":\"Revista Portuguesa de Investigacao Comportamental e Social\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Portuguesa de Investigacao Comportamental e Social\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31211/rpics.2023.9.2.296\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Portuguesa de Investigacao Comportamental e Social","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31211/rpics.2023.9.2.296","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
引用次数: 1

摘要

背景与目的:学术网络闲游(在课堂上非学术地使用互联网连接)的兴起已经成为大学背景下的一个问题。虽然工作场所的网络闲逛受到了充分的关注,但在教育环境中,特别是在尼日利亚,对其对应的探索仍然很少。本研究旨在探讨和描述尼日利亚一所私立大学本科生关于网络闲逛的经历和观点。方法:采用《教育环境中的网络漫游量表》,以15名图书馆情报学毕业班学生为研究对象。在线收集的数据进行了定性描述,并逐字呈现。结果:虽然学生们不熟悉“网络闲逛”这个词,但他们承认自己参与了这种行为。调查结果显示,学生们在上课时间习惯性地使用社交媒体,为学习目的使用在线工具,以及普遍的游戏活动趋势,这些活动通常是由网络成瘾和无聊所驱动的。学生们还表达了对在学习时间使用数字互动的潜在弊端和好处的理解。结论:该研究敦促大学决策者采取措施促进积极的互联网使用,并将道德网络行为意识纳入课程。它进一步建议家长和讲师培养正确的在线使用,并倡导在全社会开展活动,提高对道德数字技术行为的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students
Background and Objective: The rise of academic cyberloafing — the non-academic use of internet connections during class — has emerged as a concern within the university context. While cyberloafing in the workplace has received ample attention, its counterpart in educational settings, particularly in Nigeria, remains less explored. This study aimed to explore and describe the experiences and perspectives of undergraduate students at a private Nigerian university regarding cyberloafing. Method: Using an adaption of the Cyberloafing in Educational Settings Scale, this study targeted a class of 15 final-year library and information science students. Data collected online underwent qualitative description and was presented verbatim. Results: Though students were unfamiliar with the term 'cyberloafing,' they acknowledged participating in such behaviors. The findings revealed habitual social media use during class hours, the employment of online tools for academic purposes, and a prevalent trend of gaming activities, often driven by internet addiction and boredom. Students also conveyed an understanding of the potential downsides and benefits of digital engagements during academic hours. Conclusion: The study urges university policymakers to implement measures promoting positive internet use and incorporate ethical cyber behavior awareness into curricula. It further recommends that parents and lecturers foster proper online usage and advocates for society-wide campaigns to raise awareness about ethical digital technology behavior.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
22
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信