Managing student digital distractions and hyperconnectivity: communication strategies and challenges for professorial authority

References

• Anderson, J. Q., & Rainie, L. (2012). Millennials will suffer and benefit due to their hyperconnected lives. Washington, DC: Pew Research Center.
   Google Scholar
• Annan-Coultas, D. L. (2012). Laptops as instructional tools: Student perceptions. TechTrends, 56(5), 34–41. doi: 10.1007/s11528-012-0596-y
   Google Scholar
• Axelsson, A. S. (2010). Perpetual and personal: Swedish young adults and their use of mobile phones. New Media & Society, 12, 35–54. doi: 10.1177/1461444809355110
   Web of Science ®Google Scholar
• Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of messaging while reading. Computers and Education, 54, 927–931. doi: 10.1016/j.compedu.2009.09.024
   Web of Science ®Google Scholar
• Bulger, M. E., Mayer, R. E., Almeroth, K. C., & Blau, S. D. (2008). Measuring learner engagement in computer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17, 129–143.
   Google Scholar
• Burroughs, N. F. (2007). A reinvestigation of the relationship of teacher nonverbal immediacy and student compliance-resistance with learning. Communication Education, 56, 453–475. doi: 10.1080/03634520701530896
   Web of Science ®Google Scholar
• Charmez, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage.
   Google Scholar
• Cheong, P. H., Huang, S. H., & Poon, J. P. H. (2011). Religious communication and epistemic authority of leaders in wired faith organizations. Journal of Communication, 61, 938–958. doi: 10.1111/j.1460-2466.2011.01579.x
   Web of Science ®Google Scholar
• Cheong, P. H., Martin, J. N., & Macfadyen, L. (2012). Mediated intercultural communication matters: Understanding new media, dialectics and social change. In P. H. Cheong, J. N. Martin, & L. Macfadyen (Eds.), New media and intercultural communication: Identity, community and politics (pp. 1–20). New York, NY: Peter Lang.
   Google Scholar
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46. doi: 10.1177/001316446002000104
   Web of Science ®Google Scholar
• Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching and learning of first-year students. Journal of Faculty Development, 21, 5–21.
   Google Scholar
• Finn, A. N., & Ledbetter, A.M. (2013). Teacher power mediates the effects of technology policies on teacher credibility. Communication Education, 62, 26–47. doi: 10.1080/03634523.2012.725132
   Web of Science ®Google Scholar
• Heritage, J., & Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly, 68, 15–38. doi: 10.1177/019027250506800103
   Web of Science ®Google Scholar
• Hutchison, A. J., Johnston, L. H., & Breckon, J. D. (2010). Using QSR-NVivo to facilitate the development of a grounded theory project: an account of a worked example. International Journal of Social Research Methodology, 13, 283–302. doi: 10.1080/13645570902996301
   Web of Science ®Google Scholar
• Jackson, M. (2008). Distracted: The erosion of attention and the coming Dark Age. Amherst, NY: Prometheus Books.
   Google Scholar
• Jenkins, H. (2009). Confronting the challenges of participatory culture. Media Education for the 21st century. Cambridge, MA: MIT Press.
   Google Scholar
• Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York, NY: NYU Press.
   Google Scholar
• Junco, R. (2014). Engaging students through social media: Evidence-based practices for use in student affairs. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Kay, R. H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1), 1–18.
   Google Scholar
• Kraushaar, J. M., & Novak, D. C. (2010). Examining the effects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21, 241–251.
   Google Scholar
• Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, twitter, and message content on student learning. Communication Education, 64, 344–365. doi: 10.1080/03634523.2015.1038727
   Web of Science ®Google Scholar
• Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233–252. doi: 10.1080/03634523.2013.767917
   Web of Science ®Google Scholar
• Lincoln, B. (1994). Authority: Construction and corrosion. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lindlof, T., & Taylor, B. (2002). Qualitative communication research methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Malikhao, P., & Servaes, J. (2011). The media use of American youngsters in the age of narcissism: Surviving in a 24/7 media shock and awe–distracted by everything. Telematics and Informatics, 28, 66–76. doi: 10.1016/j.tele.2010.09.005
   Web of Science ®Google Scholar
• Metzger, M. J., & Flanagin, A. J. (Eds.). (2008). Digital media, youth, and credibility. Cambridge, MA: MIT Press.
   Google Scholar
• Mihailidis, P. (2014). A tethered generation: Exploring the role of mobile phones in the daily life of young persons. Mobile Media and Communication, 2, 58–72. doi: 10.1177/2050157913505558
   Web of Science ®Google Scholar
• Mortkowitz, L. (2010, April 25). More colleges, professors shutting down laptops and other digital distractions. The Washington Post, Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2010/04/24/AR2010042402830.html.
   Google Scholar
• Pace, J. L., & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, ideology, and research. Review of Education Research, 77, 4–27. doi: 10.3102/003465430298489
   Web of Science ®Google Scholar
• Pan, B., Hembrooke, H., Joachims, T., Lorigo, L., Gay, G., & Granka, L. (2007). In Google we trust: Users’ decisions on rank, position, and relevance. Journal of Computer-Mediated Communication, 12, 801–823. doi: 10.1111/j.1083-6101.2007.00351.x
   Web of Science ®Google Scholar
• Preiss, R. W., & Wheeless, L. R. (2014). Perspectives on instructional communication’s historical path to the future. Communication Education, 63, 308–328. doi: 10.1080/03634523.2014.910605
   Web of Science ®Google Scholar
• Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
   Google Scholar
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicologia Educativa, 17, 163–177. doi: 10.5093/ed2011v17n2a4
   Google Scholar
• Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62, 24–31. doi: 10.1016/j.compedu.2012.10.003
   Web of Science ®Google Scholar
• Selwyn, N. (2009). The digital native—myth and reality. Aslib Proceedings: New Information Perspectives, 61, 364–379. doi: 10.1108/00012530910973776
   Web of Science ®Google Scholar
• Skolnik, R., & Puzo, M. (2008). Utilization of laptop computers in the school of business classrooms. Academy of Educational Leadership Journal, 12(2), 1–10.
   Google Scholar
• Smith, R. R., & Hawkes, R. W. (1972). The fiddle factor: Social binding functions of distractions. Journal of Communication, 22, 26–38. doi: 10.1111/j.1460-2466.1972.tb00128.x
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. doi: 10.1016/j.compedu.2012.12.022
   Web of Science ®Google Scholar
• Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60, 1–9. doi: 10.1080/87567555.2011.604802
   Google Scholar
• Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York, NY: Basic Books.
   Google Scholar
• Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54, 1202–1211. doi: 10.1016/j.compedu.2009.11.006
   Web of Science ®Google Scholar
• Wei, F. F., & Wang, Y. K. (2010). Students’ silent messages: can teacher verbal and nonverbal immediacy moderate student use of text messaging in class? Communication Education, 59, 475–496. doi: 10.1080/03634523.2010.496092
   Web of Science ®Google Scholar