Abstract
In many lectures students use different mobile devices, like notebooks or smartphones. But the lecturers often do not know to what extent students use these devices for lecture-related self-regulated learning strategies, like writing notes or browsing for additional information. Unfortunately mobile devices also bear a potential for distraction. This article shows the results of observational study in five standard lectures in different disciplines and compares it to students’ responses on computer use in lectures. The results indicate a substantial divergence between students’ subjective stances on how they use mobile devices for learning in lectures and the actual observed, often lecture-unrelated behavior.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Greene, J.A., Azevedo, R.: The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments. Educational Psychologist 45(4), 203–209 (2010)
Fried, C.B.: In-class laptop use and its effects on student learning. Computers & Education 50(3), 906–914 (2008)
Kraushaar, J.M., Novak, D.C.: Examining the Effects of Student Multitasking with Laptops during the Lecture. Journal of Information Systems Education 21(2), 11 (2010)
Tippelt, R.: Vom projektorientierten zum problembasierten und situierten Lernen - Neues von der Hochschuldidaktik? In: Reiber, K., Richter, R. (eds.) Entwicklungslinien der Hochschuldidaktik. Ein Blick zurück nach vorn, pp. 135–157. Logos, Berlin (2007)
Lindroth, T., Bergquist, M.: Laptopers in an educational practice: Promoting the personal learning situation. Computers & Education 54(2), 311–320 (2010)
Renkl, A.: Aktives Lernen = gutes Lernen? Reflektion zu einer (zu) einfachen Gleichung. Unterrichtswissenschaft 39, 194–196 (2011)
Grabe, M.: Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance. Computers & Education (2005)
Yantis, S.: Stimulus-driven attentional capture. Current Directions in Psychological Science 2(5), 156–161 (1993)
Garner, J.K.: Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology 143(4), 405–426 (2009)
Hasselhorn, M.: Metacognition und Lernen. In: Nold, G. (ed.) Lernbedingungen und Lernstrategien, pp. 35–64. Gunter Narr Verlag, Tübingen (2000)
Roschelle, J.: Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning 19(3), 12(3), 260–272 (2003)
Ericsson, K.A., Kintsch, W.: Long-term working memory. Psychological Review 102(2), 211–245 (1995)
Gehlen-Baum, V., Pohl, A., Weinberger, A., Bry, F.: Backstage – Designing a Backchannel for Large Lectures. In: Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C., Hernández-Leo, D. (eds.) EC-TEL 2012. LNCS, vol. 7563, pp. 459–464. Springer, Heidelberg (2012)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Gehlen-Baum, V., Weinberger, A. (2012). Notebook or Facebook? How Students Actually Use Mobile Devices in Large Lectures. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds) 21st Century Learning for 21st Century Skills. EC-TEL 2012. Lecture Notes in Computer Science, vol 7563. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33263-0_9
Download citation
DOI: https://doi.org/10.1007/978-3-642-33263-0_9
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-33262-3
Online ISBN: 978-3-642-33263-0
eBook Packages: Computer ScienceComputer Science (R0)