Factors affecting cyberloafing in computer laboratory teaching settings
Abstract This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cy...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-03-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-021-00250-5 |
| _version_ | 1818426191608020992 |
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| author | Sacip Toker Meltem Huri Baturay |
| author_facet | Sacip Toker Meltem Huri Baturay |
| author_sort | Sacip Toker |
| collection | DOAJ |
| description | Abstract This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research. |
| first_indexed | 2024-12-14T14:25:55Z |
| format | Article |
| id | doaj.art-9e648c429228402c804d355ca5d72929 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-14T14:25:55Z |
| publishDate | 2021-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-9e648c429228402c804d355ca5d729292022-12-21T22:57:57ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402021-03-0118112410.1186/s41239-021-00250-5Factors affecting cyberloafing in computer laboratory teaching settingsSacip Toker0Meltem Huri Baturay1Information Systems Engineering Department, School of Engineering, Atilim UniversityCenter for Teaching and Learning, Atilim UniversityAbstract This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.https://doi.org/10.1186/s41239-021-00250-5CyberloafingInternet use skillsInstructors’ norms and respectAmotivationAttitude towards cyberloafingComputer laboratory teaching settings |
| spellingShingle | Sacip Toker Meltem Huri Baturay Factors affecting cyberloafing in computer laboratory teaching settings International Journal of Educational Technology in Higher Education Cyberloafing Internet use skills Instructors’ norms and respect Amotivation Attitude towards cyberloafing Computer laboratory teaching settings |
| title | Factors affecting cyberloafing in computer laboratory teaching settings |
| title_full | Factors affecting cyberloafing in computer laboratory teaching settings |
| title_fullStr | Factors affecting cyberloafing in computer laboratory teaching settings |
| title_full_unstemmed | Factors affecting cyberloafing in computer laboratory teaching settings |
| title_short | Factors affecting cyberloafing in computer laboratory teaching settings |
| title_sort | factors affecting cyberloafing in computer laboratory teaching settings |
| topic | Cyberloafing Internet use skills Instructors’ norms and respect Amotivation Attitude towards cyberloafing Computer laboratory teaching settings |
| url | https://doi.org/10.1186/s41239-021-00250-5 |
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