Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Brandi N Frisby; Benson Sexton; Marjorie Buckner; Anna-Carrie Beck; Renee Kaufmann

doi:10.20429/ijsotl.2018.120206

Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Brandi N Frisby, Benson Sexton, Marjorie Buckner, Anna-Carrie Beck, Renee Kaufmann

Research output: Contribution to journal › Article › peer-review

Abstract

Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed. [ABSTRACT FROM AUTHOR]

Original language	American English
Journal	International Journal for the Scholarship of Teaching and Learning
Volume	12
Issue number	2
DOIs	https://doi.org/10.20429/ijsotl.2018.120206
State	Published - Jul 24 2018

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title = "Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective",

abstract = "Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed. [ABSTRACT FROM AUTHOR]",

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AU - Beck, Anna-Carrie

AU - Kaufmann, Renee

PY - 2018/7/24

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N2 - Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed. [ABSTRACT FROM AUTHOR]

AB - Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed. [ABSTRACT FROM AUTHOR]

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Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

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