Emotion regulation, e-learning readiness, technology usage status, in-class smartphone cyberloafing, and smartphone addiction in the time of COVID-19 pandemic
JOURNAL OF COMPUTER ASSISTED LEARNING, cilt.39, sa.5, ss.1450-1464, 2023 (SSCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 39 Sayı: 5
- Basım Tarihi: 2023
- Doi Numarası: 10.1111/jcal.12785
- Dergi Adı: JOURNAL OF COMPUTER ASSISTED LEARNING
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
- Sayfa Sayıları: ss.1450-1464
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
Practitioner Notes
What is already known about this topic:
● During the COVID-19 pandemic smartphones are used frequently for e-learning.
● Students could be distracted by technological tools such as smartphone, tablet PC etc. during online classes, which might disrupt learning.
● Students who are problematic smartphone users and cyberloafer turn to their smartphones
to deal with the problem of emotional dysregulation.
● Cyberloafing behaviors of students may affect their personal and academic development, which will affect their academic success accordingly.
What this paper adds:
● Emotion regulation was related to smartphone addiction
● E-learning readiness levels explain in class smartphone cyberloafing.
Implications for practice and/or policy:
● Learning experiences that will improve emotion-regulation skills might be designed.
● Decreasing in-class cyberloafing (and smartphone addiction in general) might help students to focus on their learning activities and learning goals.
● Student-centered learning methods to be used during e-learning, therefore the necessity of active participation in the lesson, student interaction, open cameras, and the use of smartphones to support the lesson during e-learning can change cyberloafing behavior.