Multitasking Behavior in Online Classrooms and Academic Performance: Case of University Students in Ecuador during COVID-19 Outbreak
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| Title: | Multitasking Behavior in Online Classrooms and Academic Performance: Case of University Students in Ecuador during COVID-19 Outbreak |
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| Language: | English |
| Authors: | Alvarez-Risco, Aldo, Estrada-Merino, Alfredo, Anderson-Seminario, María de las Mercedes, Mlodzianowska, Sabina, García-Ibarra, Verónica, Villagomez-Buele, Cesar, Carvache-Franco, Mauricio |
| Source: | Interactive Technology and Smart Education. 2021 18(3):422-434. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Student Behavior, Online Courses, COVID-19, Pandemics, Student Attitudes, Academic Achievement, Self Efficacy, Undergraduate Students, Time Management, Independent Study, Educational Technology, School Closing |
| Geographic Terms: | Ecuador |
| DOI: | 10.1108/ITSE-08-2020-0160 |
| ISSN: | 1741-5659 |
| Abstract: | Purpose: This paper aims to explore university students' multitasking behavior in online classrooms and their influence on academic performance. Also, the study examined students' opinions. Design/methodology/approach: A total of 302 university students fulfilled an online survey. Ten questions were focused on demographic information, five items evaluated online class behavior of students, 9 items evaluated self-efficacy and four items measured academic performance. Findings: Multitasking behavior was found to negatively influence self-efficacy of -0.332, whereas self-efficacy showed a positive influence of 0.325 on academic performance. Cronbach's alpha and average variance extracted values were 0.780 and 0.527 (multitasking behavior), 0.875 and 0.503 (self-efficacy), 0.781 and 0.601 (academic performance). Outcomes of the bootstrapping test showed that the path coefficients are significant. Originality/value: The research findings may help university managers understand undergraduates' online and face-to-face behavior and strategies to improve the behavior to ensure the best academic outcomes. The novelty is based on using the partial least square structural equation modeling technique. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1311469 |
| Database: | ERIC |
| Abstract: | Purpose: This paper aims to explore university students' multitasking behavior in online classrooms and their influence on academic performance. Also, the study examined students' opinions. Design/methodology/approach: A total of 302 university students fulfilled an online survey. Ten questions were focused on demographic information, five items evaluated online class behavior of students, 9 items evaluated self-efficacy and four items measured academic performance. Findings: Multitasking behavior was found to negatively influence self-efficacy of -0.332, whereas self-efficacy showed a positive influence of 0.325 on academic performance. Cronbach's alpha and average variance extracted values were 0.780 and 0.527 (multitasking behavior), 0.875 and 0.503 (self-efficacy), 0.781 and 0.601 (academic performance). Outcomes of the bootstrapping test showed that the path coefficients are significant. Originality/value: The research findings may help university managers understand undergraduates' online and face-to-face behavior and strategies to improve the behavior to ensure the best academic outcomes. The novelty is based on using the partial least square structural equation modeling technique. |
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| ISSN: | 1741-5659 |
| DOI: | 10.1108/ITSE-08-2020-0160 |
