Effects of Classroom Digital Distraction Policies and Prevention on Undergraduate Student Perceptions of Student-Instructor Rapport (Poster 34)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Current Research in Learning Environments

Abstract

The present study investigated whether technology policies and enforcement strategies adopted by college instructors to curb student digital distraction in the classroom affect student perceptions of student-instructor rapport. Data were gathered from undergraduates at four large, public universities in the United States via an online survey. Findings indicate that course technology policies and the strategies used to enforce those policies are consequential for student perceptions of student-instructor rapport. Interpreting these findings through the lens of Self-Determination Theory (Deci & Ryan, 1985) provides insight into how college instructors can implement and enforce course technology policies in ways that manage student digital distraction while protecting the quality of student-instructor rapport in the classroom.

Authors

• Abraham Flanigan, Georgia Southern University
  Presenting Author

• Angela M. Hosek, Ohio University
  Non-Presenting Author

• Brandi Frisby, University of Kentucky
  Non-Presenting Author

• Wayne Babchuk, University of Nebraska - Lincoln
  Non-Presenting Author

• Emily Ray, Georgia Southern University
  Non-Presenting Author