1. Background
1.1. Online Learning Growth increases enrollment of traditional students in online courses. Nowadays students often engage in multitasking during online and face-to-face classes. It is suggested that multitasking impacts cognitive capacity, reducing learning efficiency.
1.2. Previous studies show that multitasking negatively affects academic performance.
1.3. The aim of study was to compare college students multitasking behaviors in online courses and face-to-face courses. Investigate how different aspects of multitasking effects us in both settings and how it will impacts our grades
1.4. Debate on whether multitasking during educational activities reduces learning efficiency or enhances flexibility. Disagreement on the influence of factors like age, sex, internet addiction, and self-regulation.
2. Research Methodology
2.1. Participants
2.1.1. 296 undergraduate students who completed surveys about multitasking in both online and face-to-face courses. Used survey tools to compare multitasking in both areas such as Internet Addiction Test, SE:SRL and Multitasking tendency scales
2.2. Data Collection
2.2.1. Self-reported behavior and predictors of multitasking across course types
3. Reasearch Question
3.1. Does multitasking differ between online and face-to-face courses?
3.2. How do factors like internet addiction, multitasking tendency, and self-regulated learning (SE:SRL) predict multitasking in both course types?
4. Findings and Results
4.1. Multitasking Behavior Greater multitasking in online courses than face-to-face courses. Common behaviors include texting, social media, watching videos, and using the internet for non-class-related activities.
4.2. Internet Addiction - positive association with multitasking in both course types. Multitasking Tendency has stronger posibility in online courses. Self-Regulated Learning inversely related to multitasking in face-to-face courses, but not in online courses. Acording to the age statistic younger students multitask more in online courses. No significant difference between males and females in multitasking behavior.
5. Conclusion
5.1. Different aspects impact multitasking in each setting, suggesting that online and face-to-face multitasking require distinct strategies to manage.
5.2. Online courses may need specific strategies to minimize multitasking behaviors. Face-to-face courses benefit from increased instructor presence and structured learning environments.
6. Glossary
6.1. Multitasking
6.1.1. Engaging in more than one activity simultaneously (e.g., texting, social media).
6.2. Self-Efficacy for Self-Regulated Learning (SE:SRL)
6.2.1. Students belief in their ability to manage their learning process.
6.3. Internet Addiction
6.3.1. Excessive and compulsive use of the internet that interferes with daily activities.
6.4. Multitasking Tendency
6.4.1. A person’s preference or disposition to engage in multiple tasks at once.
6.5. Cognitive Load
6.5.1. The total mental effort required for a task; multitasking increases cognitive load, reducing task performance.
6.6. Task-Switching
6.6.1. The process of switching from one task to another, which can affect cognitive performance and learning.
6.7. Blended Learning
6.7.1. A learning environment that combines both online and face-to-face components.
6.8. Attention Residue
6.8.1. The cognitive effect that occurs when switching between tasks, leaving part of the brain still focused on the previous task.
6.9. Academic Performance
6.9.1. The level of achievement a student reaches in their studies, often measured by grades or test results.
6.10. Digital Distractions
6.10.1. Interruptions or diversions caused by technology (e.g., smartphone notifications, social media).