{"title":"允许与限制手机政策下的学生学习:一个课堂实验。","authors":"Alexander L. Lancaster","doi":"10.20429/IJSOTL.2018.120105","DOIUrl":null,"url":null,"abstract":"Based on Finn and Ledbetter’s (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students’ cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated that while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this surprising finding, also were discussed.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Student Learning with Permissive and Restrictive Cell Phone Policies: A Classroom Experiment.\",\"authors\":\"Alexander L. Lancaster\",\"doi\":\"10.20429/IJSOTL.2018.120105\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Based on Finn and Ledbetter’s (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students’ cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated that while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this surprising finding, also were discussed.\",\"PeriodicalId\":332019,\"journal\":{\"name\":\"The International Journal for the Scholarship of Teaching and Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-01-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The International Journal for the Scholarship of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20429/IJSOTL.2018.120105\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/IJSOTL.2018.120105","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 7
摘要
基于Finn and Ledbetter的(2013;2014)关于课堂技术政策的工作,本实验研究考察了在公开演讲课程的两个部分中实施允许和限制的手机政策,以及这些政策对学生认知和情感学习的影响。31名大学生(N = 31)根据他们在2016年秋季学期注册的公开演讲课程,被分配到允许或限制手机政策的条件下。结果表明,虽然在认知学习方面没有差异,但在限制性政策条件下的学生比在宽松政策条件下的学生对教师的情感学习有更大的表现。本文还讨论了基于这一惊人发现的理论和实践意义。
Student Learning with Permissive and Restrictive Cell Phone Policies: A Classroom Experiment.
Based on Finn and Ledbetter’s (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students’ cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated that while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this surprising finding, also were discussed.