The effect of mobile phone usage policy on college students’ learning [Scholarly Article - Journal of Computing in Higher Education, 2021]

Title:

The effect of mobile phone usage policy on college students’ learning

 

Author:

Evren Sumuer

Department of Computer Education and Instructional Technology, Faculty of Education, Kocaeli University, Turkey

Published:

Journal of Computing in Higher Education, 33, 281-295 (6 February 2021)

https://link.springer.com/article/10.1007/s12528-020-09265-9

 

Abstract:

The purpose of this study was to investigate the effect of mobile phone usage policies on college students’ learning. Based on quasi-experimental research, with pretest–posttest nonequivalent group design, two pre-existing groups were randomly assigned treatment conditions, namely the removal of students’ mobile phones (Restricted Phone Access), and the allowance for students’ mobile phone usage (Unrestricted Phone Access) during class lectures. Data were collected from 63 college students, of which 25 were in the Restricted Phone Access group and 38 in the Unrestricted Phone Access group, using pretest and posttest. The results of a mixed analysis of variance test showed that the change in students’ scores from pretest to posttest was significantly greater for the Restricted Phone Access group than the Unrestricted Phone Access group, although there was a statistically significant increase seen in the students’ test scores from pretest to posttest regardless of any policy on mobile phone usage. This study discusses the theoretical and practical implications, and then recommendations were put forward with regards to future studies in this area.

 

Lost in mobile? Exploring the mobile internet digital divide among Chinese college students [International Journal of Educational Technology in Higher Education, June 2021]

Title:

Lost in mobile? Exploring the mobile internet digital divide among Chinese college students 

 

Authors:

Lian Wang 

School of Economics and Management, Southwest Petroleum University, Chengdu, China

 & 

Chun Liu

School of Public Affairs and Administration, University of Electronic Science and Technology of China, Chengdu, China

 

Published:

International Journal of Educational Technology in Higher Education, 15 June 2021 

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00267-w

 

Abstract:

Mobile has become the primary mode of Internet access for many people. Existing studies have generally indicated that mobile Internet represents an inferior substitute for traditional PC-based Internet. In particularly, mobile-only users are often found to be the most disadvantaged. This paper explores the usage characteristics of multimodal users by differentiating mobile-reliant users, who primarily rely on mobile phones to access the Internet, and non-mobile-reliant users, who primarily use PCs to access the Internet, and investigates the socioeconomic characteristics of mobile-reliant users, the association of the access preference and usage patterns, and whether a new type of digital divide has emerged. Based on data collected in a major public research university in southwest China, this study demonstrates that mobile-reliant users are not disadvantaged compared to non-mobile-reliant users in terms of usage, with the development of advanced mobile technology and the wealth of mobile-friendly content available therein. Practical implications for higher educators are also discussed.

 

A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities [EdD dissertation by M Murders, 2017]

Title:

A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities

 

Author:

Michael Murders, University of Arkansas, Fayetteville

 

Degree name:

Doctor of Education in Higher Education (EdD)

 

Published:

University of Arkansas, Theses and Dissertations, December 2017

https://scholarworks.uark.edu/etd/2518/

 

Abstract:

The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities.  

 

This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the students themselves.

Tuscaloosa, Alabama, United States of America - US university students are reportedly throwing 'Covid parties', gambling on who gets sick first

Title:
US university students are reportedly throwing 'Covid parties', gambling on who gets sick first

Author:
Ashley Collman

Published:
Business Insider, 4 July 2020
https://www.businessinsider.co.za/trending/alabama-students-covid-parties-bet-on-who-gets-sick-2020-7

From the article:
* College students in Tuscaloosa, Alabama, have been throwing parties in which they invite people infected with the coronavirus and gamble on who comes down with the illness first, city officials say.
* As of Thursday, the state had confirmed more than 38,000 coronavirus cases and 947 deaths. Authorities have warned that intensive-care-unit beds might run out.