Is There a Solution to Students Multitasking in Class?
Distracted learning is, at times, hardly learning at all. Learn how multitasking during class affects learning and what you can do to change student behaviors and attitudes about dividing attention during class time.
Weaned on technology, today’s students can juggle more inputs from various stimuli than can any other generation.
They can process and prioritize incoming signals and either act on them or store them instantly.
And their devices are more than extensions of their arms. They are extensions of themselves.
Ask any Millennial and he or she will tell you that communicating virtually is as natural as breathing. They can do it without looking, without even thinking.
It’s truly amazing. Only it isn’t true at all.
Yes, many of today’s students – even those born before 1985 – are adept at incorporating technology into every moment of their lives.
But just because they are doing other things while they text, like, or scroll doesn’t mean that they are doing any of it well.
In fact, study after study shows that grades suffer when students use phones, tablets, or computers for purposes other than learning at the same time that they are trying to learn.
Yet when students believe they can successfully divide their attention between their coursework and their devices, it is incredibly difficult to get them to stop.
But that doesn’t mean you have to surrender their attention to Facebook and Instagram during your class.
It just means you have to approach the problem a little differently, and you can learn how in Is There a Solution to Students Multitasking in Class? a Magna 20-Minute Mentor with Maryellen Weimer, editor of The Teaching Professor newsletter and blog.
Product Code: PM14HA
This program debunks commonly held notions about students’ capacities to multitask, and then it evaluates three distinct approaches you could adopt to help limit multitasking in your classrooms.
Weimer backs up her assertions with current research, and she shares her sources so you can delve into findings in greater depth on your own.
Is There a Solution to Students Multitasking in Class? presents solutions that have worked for other instructors and that can work for you.
Yes, staring at a screen instead of an instructor is disrespectful.
Disrupting classmates with devices is inconsiderate. But the biggest problem is that multitasking prevents students from doing their best.
This video can help you change that.
When you are finished with this program, you will:
- Understand how multitasking affects learning
- Know how to develop policies that limit distractions during class
- Recognize opportunities to incorporate personal devices into class for learning purposes
- Know how to engage students in the problem and steer them toward solutions that they help craft and that work for them
Learning is a sophisticated process that is easily compromised with multitasking.
You can learn how to keep your students focused on the task at hand – and not on the devices in their hands – in Is There a Solution to Students Multitasking?
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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