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From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms
ARTICLE

, Department of Tourism, Sport and Hotel Management, Australia ; , Behavioural Basis of Health, Australia ; , Griffith Sciences Group and School of ICT, Australia

Computers & Education Volume 81, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Becoming increasingly ubiquitous for students are the various uses of information and communication technologies (ICTs) within their wireless and networked learning environments. Many students use ICTs during lectures or tutorials for tasks unrelated to class learning activities, thus providing a potential misalignment with the intended learning outcomes. A sample of undergraduate and postgraduate psychology and business students were surveyed to determine their frequency of mobile ICT use in the classroom and the students' motivations and rationale for undertaking those activities unrelated to classroom learning. The survey contained quantitative items (categorical and Likert scale response items) and qualitative items requiring responses to open ended questions. Students indicated that using ICTs in ways misaligned with lesson learning outcomes, was related to the course content delivery mode, the promotion of passive or active learning, being domestic or international students, learner maturity, and the need for supporting course information. Understanding how and why students use mobile ICTs in classes can inform the redesign of classroom activities, to actively involve those technologies to assist in constructive alignment with the learning outcomes and enhance the student learning experience.

Citation

Barry, S., Murphy, K. & Drew, S. (2015). From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. Computers & Education, 81(1), 202-210. Elsevier Ltd. Retrieved April 13, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.10.014

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