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...
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| Format: | Article |
| Language: | Portuguese |
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Instituto Superior Miguel Torga
2023-09-01
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| Series: | Revista Portuguesa de Investigação Comportamental e Social |
| Subjects: | |
| Online Access: | https://rpics.ismt.pt/index.php/ISMT/article/view/296 |
| _version_ | 1797670644862681088 |
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| author | Aderinola Ololade Dunmade Akinade Adebowale Adewojo |
| author_facet | Aderinola Ololade Dunmade Akinade Adebowale Adewojo |
| author_sort | Aderinola Ololade Dunmade |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-03-11T21:03:32Z |
| format | Article |
| id | doaj.art-5bdd578cc1a24325b02090cfe5501d6b |
| institution | Directory Open Access Journal |
| issn | 2183-4938 |
| language | Portuguese |
| last_indexed | 2024-03-11T21:03:32Z |
| publishDate | 2023-09-01 |
| publisher | Instituto Superior Miguel Torga |
| record_format | Article |
| series | Revista Portuguesa de Investigação Comportamental e Social |
| spelling | doaj.art-5bdd578cc1a24325b02090cfe5501d6b2023-09-29T17:57:03ZporInstituto Superior Miguel TorgaRevista Portuguesa de Investigação Comportamental e Social2183-49382023-09-019210.31211/rpics.2023.9.2.296Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students Aderinola Ololade Dunmade0Akinade Adebowale Adewojo1University of Ilorin, Centre for Open and Distance Learning, Computer Services and Information Technology (COMSIT), NigeriaAdeleke University, NSPRI E-Library, Nigerian Stored Products Research Institute, Nigeria 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. https://rpics.ismt.pt/index.php/ISMT/article/view/296CyberloafingUndergraduate studentsInternet BehaviorCyber EthicsQualitative Research |
| spellingShingle | Aderinola Ololade Dunmade Akinade Adebowale Adewojo Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students Revista Portuguesa de Investigação Comportamental e Social Cyberloafing Undergraduate students Internet Behavior Cyber Ethics Qualitative Research |
| title | Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students |
| title_full | Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students |
| title_fullStr | Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students |
| title_full_unstemmed | Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students |
| title_short | Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students |
| title_sort | cyberloafing in the classroom a qualitative study with nigerian undergraduate students |
| topic | Cyberloafing Undergraduate students Internet Behavior Cyber Ethics Qualitative Research |
| url | https://rpics.ismt.pt/index.php/ISMT/article/view/296 |
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