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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
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
FullText Text:
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  Data: Multitasking Behavior in Online Classrooms and Academic Performance: Case of University Students in Ecuador during COVID-19 Outbreak
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Alvarez-Risco%2C+Aldo%22">Alvarez-Risco, Aldo</searchLink><br /><searchLink fieldCode="AR" term="%22Estrada-Merino%2C+Alfredo%22">Estrada-Merino, Alfredo</searchLink><br /><searchLink fieldCode="AR" term="%22Anderson-Seminario%2C+María+de+las+Mercedes%22">Anderson-Seminario, María de las Mercedes</searchLink><br /><searchLink fieldCode="AR" term="%22Mlodzianowska%2C+Sabina%22">Mlodzianowska, Sabina</searchLink><br /><searchLink fieldCode="AR" term="%22García-Ibarra%2C+Verónica%22">García-Ibarra, Verónica</searchLink><br /><searchLink fieldCode="AR" term="%22Villagomez-Buele%2C+Cesar%22">Villagomez-Buele, Cesar</searchLink><br /><searchLink fieldCode="AR" term="%22Carvache-Franco%2C+Mauricio%22">Carvache-Franco, Mauricio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Technology+and+Smart+Education%22"><i>Interactive Technology and Smart Education</i></searchLink>. 2021 18(3):422-434.
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  Data: 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
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/ITSE-08-2020-0160
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1741-5659
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1311469
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        Value: 10.1108/ITSE-08-2020-0160
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 422
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Online Courses
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Time Management
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      – SubjectFull: School Closing
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      – SubjectFull: Ecuador
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