The digitally mediated study experiences of undergraduate students in South Africa
Date
2017-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY : The academic experiences of today’s undergraduate students have become increasingly
digitally-mediated. The growing prevalence of ubiquitous information
systems and pervasive media use in educational contexts has been shown
to have the potential to produce detrimental effects for students’ learning and
academic achievement. Media multitasking behaviour poses profound implications
for cognition and academic functioning. The objective of this study is
to explore undergraduate students’ new media usage patterns whilst in academic
contexts. Three key aspects of these usage patterns are focused on:
behavioural beliefs, behavioural triggers, and, the behaviour itself. Previously
studies have focused on determining the prevalence of media multitasking behaviour,
or, the implications of such behaviour. Little focus has been placed
on studying students’ mediated experiences and beliefs. In this study a qualitative
approach is adopted in order to gather the data necessary for furthering
the understanding of students’ experiences and usage patterns. In this regard, a series of focus groups were conducted with undergraduate students at Stellenbosch
University. Through a thematic analysis approach these focus groups
provided a number of useful themes describing many aspects of students’ mediated
study experiences, relating to their beliefs, behavioural triggers and
behaviour. Synthesizing all of the themes, the principal contribution of this
study to this area is the finding that students’ use of media is based on a
reasoned evaluation of the impact of their media multitasking behaviour. This
implies that contextual factors are primarily responsible for initiating use instances.
In addition to this, this study identifies the existence of a ‘snowball’
effect, prompting unplanned, extended media engagement, prolonging use instances.
Finally, a model describing students’ media multitasking behaviour
in structured and self-regulated academic contexts is proposed.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
Description
Thesis (MA)--Stellenbosch University, 2017.
Keywords
Digitally mediated learning, Media Multitasking, Undergraduates -- South Africa, Information behavior, UCTD