关于演讲厅设备使用、学术表演和学习的三个学科之间的比较

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1797522

M. Limniou, D. Duret, C. Hands

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引用次数: 9

摘要

摘要本研究探讨了三个不同学科的学生在课堂环境中使用个人设备的学习行为及其对学习和学业成绩的影响。163名心理学、253名生命科学和83名兽医学学生通过填写问卷参与了这项研究。已经确定了这三个学科在设备使用、（非）/学习活动和演讲厅多任务处理方面的差异。这项调查的结果与之前发表的关于学生学习成绩和在演讲厅使用自己的设备的文献相矛盾，因为来自同一学科的学生之间没有差异。学生的学习体验与他们的个人学习特点有关，而个人学习特点又可能与课程特点和教学方法有关。这项研究提出了关于学生在演讲厅携带自己的设备的行为及其对多任务处理和教学方法的影响的问题。

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Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning

ABSTRACT This investigation explored students’ learning behaviour from three different disciplines in relation to the student personal device usage in a lecture theatre environment and its impact on learning and academic performance. 163 Psychology, 253 Life Sciences and 83 Veterinary Science students participated in this study by completing a questionnaire. Differences between the three disciplines have been identified regarding the device usage, (non)/learning activities and multitasking in a lecture theatre. The findings of this investigation contradict previously published literature regarding the student academic performance and the use of their own devices in a lecture theatre, as there was no difference amongst the students from the same discipline. Student learning experience is linked to their individual learning characteristics which may be connected to course characteristics and teaching approach. This study raises questions about the students’ behaviour to bring their own devices in a lecture theatre and its implication on multitasking and teaching approaches.

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.