Attention and learning in the connected classroom

Authors:
Karina Assiter
Affiliations:
Wentworth Institute of Technology, Boston, MA
Venue:
Journal of Computing Sciences in Colleges
Year:
2008

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Abstract

Increasingly, students are spending a large percentage of their time connected to the internet (in and out of the physical classroom), and instructors are using online tools to disseminate course information and administer assessment of student understanding. In fact, homework assignments are often completed on students' personal laptops while they're connected to the internet. Traditionally, the course instructor directed student attention to relevant material during lecture. Increasingly, students self-navigate to course material online, and, as a result, they must resist distracting elements such as advertisements, social networking invitations, entertainment sites and contentheavy web pages. Staying focused on academic tasks while online must be difficult for today's student; and almost impossible for students with ADD/ADHD. This paper describes a preliminary study of the impact of online learning on student productivity, part of an ongoing investigation into methods, tools and techniques for improving attention and learning in the connected classroom.