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首页> 外文期刊>SAGE Open >College Students’ Multitasking Behavior in Online Versus Face-to-Face Courses
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College Students’ Multitasking Behavior in Online Versus Face-to-Face Courses

机译：大学生在网上的多任务行为与面对面课程

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This study compared college students’ multitasking in online courses with their multitasking in face-to-face courses and explored the significance of potential predictors of multitasking in each setting. Students taking both online and face-to-face courses completed surveys assessing multitasking in each setting, self-efficacy for self-regulated learning (SE:SRL), Internet addiction, multitasking tendency, age, and sex. Multitasking was significantly greater in online than face-to-face courses. Internet addiction was positively associated with multitasking in online and face-to-face courses. Multitasking tendency was positively and age was negatively associated with multitasking during online courses only; SE:SRL was negatively associated with multitasking during face-to-face courses only. In conclusion, multitasking was greatest during online courses. Furthermore, there were different sets of predictors for students’ multitasking in online courses compared with face-to-face courses. This implies that multitasking in online and face-to-face courses are different phenomena and therefore may require different pedagogical methods to successfully minimize multitasking behaviors.
机译：本研究将大学生在线课程中的多任务处理与他们的多任务处理在面对面的课程中，并探讨了每个设置中多任务处理的潜在预测器的重要性。在线和面对面课程的学生完成了在每个环境中评估多任务处理的调查，自我监管学习的自我效能（SE：SRL），互联网成瘾，多任务趋势，年龄和性别。在线在线比面对面课程大大更大。互联网成瘾与在线和面对面课程中的多任务处理正相关。多任务倾向呈积极性，并且在在线课程中，年龄与多任务处理呈负相关; SE：SRL仅在面对面课程中与多任务处理负相关。总之，在网上课程中，多任务服务是最伟大的。此外，与面对面课程相比，在网上课程中有不同的预测因子。这意味着在线和面对面课程中的多任务处理是不同的现象，因此可能需要不同的教学方法来成功最小化多任务行为。

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