Managing distraction in 21st century learning environments

Managing distraction in 21st century learning environments Anne Matthew, Faculty of Law and Richard Evans, Learning Design Queensland University of Technology Abstract First year students attend face-to-face classes armed with an arsenal of internet enabled digital devices. The conundrum is that while these devices offer scope for enhancing opportunities for engagement in face-to-face learning, they may simultaneously distract students away from learning and compound isolation issues. This paper considers how to best to use these devices for maximum engagement in first year face-to-face learning so as to assist students in connecting with other learners and instructors within the learning environment. Managing Distraction The challenges of maintaining attention and managing distraction are not new barriers to learning; the novelty in 21st century learning environments is the plethora of technological distractions beyond the control of the teacher. The extent to which distraction impacts upon the learning experience may well be dependent upon a number of factors including learning and teaching approaches and individual learning preferences. Where the learning experience hinges upon student attention through listening, observing or note-taking, the impact of the distraction indicates a potential failing in pedagogy in the new learning environment. The challenge presented is how best to engage learners effectively. The answer may lie at the intersection of attention economics and accepted principles of effective learning and teaching practices directed at maximising student engagement in active learning (Matthew, 2012). In information rich, highly connected learning environments, the most effective learning and teaching practices will be those that deploy and structure attention to the greatest effect by actively engaging students with their learning. It is suggested that in seeking the most appropriate pedagogy, the learner s role in actively shaping their own learning experience should be supported and such support should extend to use of technologies of their own choice where appropriate (JISC, 2009, p. 51). Learning environments Teachers seeking to design engaging face-to-face learning experiences for first year cohorts are presented with new challenges from the technology rich environments in which they teach. Collaborative learning spaces equipped saturated with technological options testify to institutional investment and commitment in supporting face-to-face blended learning (Queensland University of Technology [QUT], 2011, C/4.2). Yet technology driven innovation directed at improving the online experience may come at the cost of the face-toface learning experience. Live traditional lectures may reach a wider audience if recorded for learning in asynchronous and flexible modes, yet learning experiences designed for face-toface learning may not translate well into an online learning experiences. Availability of the recording may impact attendance patterns among students who typically attend face-toface. Earlier studies considering attendance patterns have been revealing as to student perception of the value of attending face-to-face lecture experiences which are subsequently podcast (Corbin, Burns, & Chrzanowski, 2011, p. 31; Tinto, 2012, p. 4; Scutter, Palmer, Luzeckyj, Burke da Silva & Brinkworth, 2001, p. 13). Pragmatic students may consider Managing distraction in 21st century learning environments, Nuts and Bolts 1

attendance unnecessary when the learning opportunity is replicated in more flexible delivery modes (Evans & Matthew, 2012, p. 1). Attendance offers opportunities for first year students in particular to form new learning networks (Scutter et al, 2011, p. 13), to embrace new learning strategies and to engage in their learning and with one another in ways that are almost impossible to replicate in more flexible online delivery modes. The challenge is to enhance the learning experience and make face-to-face learning opportunities a meaningful and relevant part of the first year learning experience. New affordances for effective learning presented by technological innovation warrant a re-evaluation of pedagogical practice which should consider the existing learning environment (Laurillard, 2009, p. 7), including students and the technology that they are bringing into learning spaces (Lodge, 2010, p. 102; Kennedy, Judd, Churchward, Gray & Krause, 2008, p. 109). The powerful mobile devices students are bringing into their learning environments offer significant potential for innovative approaches to effective learning and teaching addressing institutional priorities and objectives. Attention vs distraction A critical question is the extent to which mobile devices are distracting students from their learning within the face-to-face learning environment. Managing attention and distraction presents unique challenges for student engagement. Students may bring mobile devices into learning spaces to assist with note-taking, or to enable online access to materials referred to in the course of the lecture. The paradox is that these students have made the decision to attend the face-to-face learning opportunity demonstrating a preparedness to be actively engaged in their learning; they have armed themselves with devices that they perceive may assist in their learning or social connectedness, and yet the more passive the learning experience the more actively distracted students appear to become with their own devices. Students mobile technology enables live interconnectivity, rapid multitasking and attention switching between not only the lecture and the PowerPoint slides, but also YouTube, Facebook, Twitter, email and the like. Well before Facebook reached 875 million users (Facebook, 2012), a study into the web-based social networking habits of 31,500 first year college and university students revealed over 94% of first year students were actively engaged in online social networking and found a positive correlation between student engagement and active participation in web-based social networking (Higher Education Research Institute [HERI], 2007, p. 1 3). Yet, a Kansas State University project has showcased the extent of student distraction and disengagement in large classes (Digital Ethnography Working Group, 2011). One student revealed, I am on Facebook about 4 of the 8 hours that I am in class (Digital Ethnography Working Group, 2011, 00:03:17). Is the solution in the problem? Harnessing the power of the digital devices students bring into their learning environments, provides us with an interesting solution that affords unique opportunities for pedagogy characterised by a genuine blended learning experience. Reviewing the dynamic interplays involved in the learning frameworks (Evans & Matthew, 2011b, p. 374) presents evidence to support this notion; learners and their choice of technology are driving change apace perhaps unaware of their power in shaping the learning framework. Pilot projects using students own mobile devices demonstrate that the power of mobile technology at the fingertips of students can be exploited in effective learning design Managing distraction in 21st century learning environments, Nuts and Bolts 2

alleviating institutional burden of investment in technology such as commercial clicker systems (Stav, Nielson, Hansen-Nygard, & Thorseth, 2010, p. 180; Evans & Matthew, 2011a, p. 2). In the Sor-Trondelag University College, Norway (HiST) pilot, polling via clicker is transformed through a network-based student response system accessed via WiFi from the student s own mobile device (Stav et al., 2010, p. 181). The Queensland University of Technology (QUT) developed the Open Web Lecture (OWL), a web-based student response application designed to seamlessly integrate[s] a virtual learning environment within the physical learning space (Evans & Matthew, 2011a, p. 1) accessed via the students own mobile devices. Commercially available internet based applications are also making their way into this space; applications such as Gosoapbox and Socrative are directed at improving student engagement by participation in in-class activities including clicker-like polls and microblogging via the students own mobile device. Further research is warranted as to the effectiveness of these technologies in enhancing effective teaching and learning for greater student engagement. This paper explores some preliminary findings of QUT s OWL pilot. Impact of the Open Web Lecture (OWL) on effective learning OWL has been designed to fit within a clear framework of institutional objectives by offering new possibilities and affordance for active learning in physical spaces by providing increased opportunities for student engagement, supporting a range of learners and learning activities that foster a blended learning experience (Evans & Matthew, 2012, p. 1; QUT, 2011, C/4.2). These objectives are reinforced through opportunities OWL enables for active and problem-based learning within even large lectures. OWL s polling features allow immediate review of results, while microblogging enables comments to be posted by students or academics, which can be responded to or liked by other participants. The protection of peer peer anonymity encourages contribution and fosters a lively, non-intimidating learning environment supporting instant exchange of feedback on the enacted and experienced curriculum creating a blended learning experience such that the virtual environment informs and influences face-to-face instruction in real time. The OWL pilot ran for three semesters starting in 2010 and continuing into 2011 within the Faculties of Law, Education, Science and Engineering, predominantly in large undergraduate lectures. All student participants attending the last lecture of the semester in each unit involved in the pilot were invited to complete surveys: 483 students completed surveys. Data was de-identified and analysed by faculty and unit. The survey comprised of 10 questions using both open and closed questions that included likert scales. Summary of findings The preliminary survey results (Figure 1) suggest that OWL or a technology of its type represents a valid tool and an authentic basis for interactive, engaging, face-to-face learning opportunities. The survey data presents evidence supportive of widespread use of social networking with the survey results revealing that 86% of students use social media. Student responses to this question reveal strong trends suggesting that social media use is not confined to any particular demographic within the cohort. This lends support to the findings of Junco, Heilbergert and Loken (2011, pp.128 129) who propose that student enthusiasm for social media, when integrated into learning experiences, results in improved frequency and quality of interactions encouraging cooperation and collaborative active learning, fostering a strong and connected learning community. OWL s design incorporated many features which instinctively appeal to users of social media. Unlike commercial social media web Managing distraction in 21st century learning environments, Nuts and Bolts 3

applications, academic control of student behaviour within OWL remains within the preserve of the university network. Responses to this social media question are directed at the capacity of students to engage with the OWL platform, since it assumes student familiarity with social networking will make it easier for students to engage in the activity. Do you use social media (eg Facebook, Twitter etc) All Students Yes 86% No 14% What is your preferred method of asking a question in class? Asking a question verbally 27% Asking a question using Owl 38% I don't have a preference 34% Lectures using OWL were engaging Strongly agree 34% Agree 49% Neutral 16% Disagree 1% Strongly disagree 0% Figure 1: Preliminary pilot combined data The survey results are suggestive of student support for the proposition that OWL impacted upon the learning experience by encouraging student engagement (Evans & Matthew, 2011a, p. 379). Responses to What is your preferred method of asking a question in class? revealed an interesting trend relevant to scaffolding learning activities to support the skill development of appropriate questions, and the courage to interrupt the lecture in order to publicly ask a question thereby revealing the questioner s identity in the process. First year students in particular require support in developing these skills. Proficiency in these skills could be linked to promoting engagement, since they encourage students to build skill and confidence in participating in class discussion and activities. The data also suggests that students in the earlier years of their study favoured asking a question using OWL more than students undertaking later year units. These results may suggest that OWL successfully provides scaffolding supportive of students in the earlier stages of development of these skills but becomes less relevant to students as they become more confident at posing their questions verbally. Further analysis of this observation is required. Questions for Discussion 1. Are mobile devices are distracting students from their learning within the face-to-face learning environments and to what extent is this a problem which ought to be addressed by the teacher/instructor? 2. If a solution is required, is the solution in the problem? 3. What potential solutions might be used and how should they best address diversity of cohort, student engagement and/or institutional objectives? References Corbin, L., Burns, K., & Chrzanowski, A. (2011). If you teach it, will they come? Law students class attendance and student engagement. Legal Education Review, 20(1&2), 13 44. Managing distraction in 21st century learning environments, Nuts and Bolts 4

Digital Ethnography Working Group, Kansas State University. (2011, June 19). Wesch, M. (Dir), Visions of students today [Video file]. Retrieved from http://mediatedcultures.net/ksudigg Evans, R., & Matthew, A. (2011a). Stop lecturing me, I want to learn. In Ascilite 2011, Changing Demands, Changing Directions, Proceedings (pp. 374 380). Retrieved from http://www.leishman-associates.com.au/ascilite2011/proceedings.php Evans, R., & Matthew, A. (2011b). Please leave your mobile phone on : Social educational networking in a social society: Encouraging in-class engagement at QUT across physical and virtual learning environments. In CCA-EDUCAUSE Australasia (unpublished). Retrieved from http://ocs.arcs.org.au/index.php/educause/ccae2011/paper/view/329; http://eprints.qut.edu.au/47827 Evans, R., & Matthew, A. (2012). Should we still lecture? Reconsidering pedagogical approaches to promote student engagement, challenging the traditional lecture. In INTED 2012, Conference technical program. Retrieved from http://www.iated.org/concrete2/ paper_detail.php?paper_id=22419 Facebook. (2012). Statistics. Retrieved March 11, 2012, from http://newsroom.fb.com/ content/default.aspx?newsareaid=22 Higher Education Research Institute (HERI). (2007). College freshmen and online social networking sites. Retrieved from: http://gseis.ucla.edu/heri/pdfs/pubs/briefs/brief-091107- socialnetworking.pdf JISC. (2009). Effective practice in a digital age: A guide to technology-enhanced learning and teaching. Retrieved from http://www.jisc.ac.uk/practice Junco, R., Heibergert, G., & Loken, E. (2011). The effect of twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119 132. doi: 10.1111/j.1365-2729.2010.00387.x Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K., and Krause, K. (2008). First year Students experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology 24(1), 108-122. Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5 20. Lodge, J. (2010). Communicating with first year students; so many channels but is anyone listening? International Journal of the First Year in Higher Education 1(1), 100-105. Matthew, A., (2012). Managing Distraction and Attention in Diverse Cohorts: 21 st Century Challenges to Law Student Engagement. QUT Law and Justice Journal 12(1), 45-65. Queensland University of Technology (QUT). (2011). Manual of Policy and Procedures. Retrieved from http://www.mopp.qut.edu.au/c/c_04_02.jsp Scutter, S., Palmer, E., Luzeckyj, A., Burke da Silva, K., Brinkworth, R. (2011). International Journal of the First Year in Higher Education 2(1), 8-20. Stav, J., Nielsen, K., Hansen-Nygard, G., & Thorseth, T. (2010). Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments. Electronic Journal of e-learning, 8(2), 179 190. Retrieved from http://www.ejel.org/main.html Tinto, V. (2012). Enhancing student success: Taking the classroom success seriously. International Journal of the First Year in Higher Education 3(1), 1-8. Managing distraction in 21st century learning environments, Nuts and Bolts 5