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Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom

Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom

Noah Q. Cowit, Lecia J. Barker
Copyright: © 2022 |Pages: 24
ISBN13: 9781799892434|ISBN10: 1799892433|ISBN13 Softcover: 9781799892441|EISBN13: 9781799892458
DOI: 10.4018/978-1-7998-9243-4.ch012
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MLA

Cowit, Noah Q., and Lecia J. Barker. "Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom." Digital Distractions in the College Classroom, edited by Abraham Edward Flanigan and Jackie HeeYoung Kim, IGI Global, 2022, pp. 243-266. https://doi.org/10.4018/978-1-7998-9243-4.ch012

APA

Cowit, N. Q. & Barker, L. J. (2022). Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom. In A. Flanigan & J. Kim (Eds.), Digital Distractions in the College Classroom (pp. 243-266). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch012

Chicago

Cowit, Noah Q., and Lecia J. Barker. "Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom." In Digital Distractions in the College Classroom, edited by Abraham Edward Flanigan and Jackie HeeYoung Kim, 243-266. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9243-4.ch012

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Abstract

Synchronous remote learning was adopted widely due to the 2020 COVID-19 pandemic. To many educators and students, this was a new medium through which distraction could take place. The research described in this chapter investigates students' perceptions surrounding their engagement and distraction in the synchronous remote learning environment long after the chaos of the 2020 shutdown had eased. Drawing on 32 one-hour interviews conducted during the 2020-21 academic year of undergraduate students in remote classes, data were grouped into three major themes: social presence, cognitive load, and virtual and physical environments. These themes are described in depth in this chapter through discussion of interviewees' quotations. This study provides a nuanced view of students' experiences with synchronous remote learning and contributes to the theory of role strain.

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