Een onderzoek naar het verschil in multitasken, self-efficacy, zelfregulatie en nog wat factoren van studenten bij online en lessen volgen (offline leren). Waarschijnlijk niet heel verrassend, maar bij online leren blijken studenten een stuk meer te multitasken (wat we niet kunnen). Daarbij is wel naar voren gekomen dat ‘offline’ multitasken en online multitasken anders is. Zodoende zou online leren om een andere pedagogische aanpak vragen.
This study compared college students’ multitasking in online courses with their multitasking in face-to-face courses and explored the significance of potential predictors of multitasking in each setting. Students taking both online and face-to-face courses completed surveys assessing multitasking in each setting, self-efficacy for self-regulated learning (SE:SRL), Internet addiction, multitasking tendency, age, and sex. Multitasking was significantly greater in online than face-to-face courses. Internet addiction was positively associated with multitasking in online and face-to-face courses. Multitasking tendency was positively and age was negatively associated with multitasking during online courses only; SE:SRL was negatively associated with multitasking during face-to-face courses only. In conclusion, multitasking was greatest during online courses. Furthermore, there were different sets of predictors for students’ multitasking in online courses compared with face-to-face courses. This implies that multitasking in online and face-to-face courses are different phenomena and therefore may require different pedagogical methods to successfully minimize multitasking behaviors.