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Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning

Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning

Anna C. Brady, Yeo-eun Kim, Jacqueline von Spiegel
Copyright: © 2022 |Pages: 23
ISBN13: 9781799892434|ISBN10: 1799892433|ISBN13 Softcover: 9781799892441|EISBN13: 9781799892458
DOI: 10.4018/978-1-7998-9243-4.ch006
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MLA

Brady, Anna C., et al. "Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning." Digital Distractions in the College Classroom, edited by Abraham Edward Flanigan and Jackie HeeYoung Kim, IGI Global, 2022, pp. 120-142. https://doi.org/10.4018/978-1-7998-9243-4.ch006

APA

Brady, A. C., Kim, Y., & von Spiegel, J. (2022). Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning. In A. Flanigan & J. Kim (Eds.), Digital Distractions in the College Classroom (pp. 120-142). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch006

Chicago

Brady, Anna C., Yeo-eun Kim, and Jacqueline von Spiegel. "Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning." In Digital Distractions in the College Classroom, edited by Abraham Edward Flanigan and Jackie HeeYoung Kim, 120-142. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9243-4.ch006

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Abstract

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

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