Impact of Off-Task Activities in Distractions

SUMMARY

Existing Knowledge:

1. Hybrid teaching formats combine online and on-site classes, enhancing accessibility but raising concerns about distraction, particularly among online participants.

2. Previous studies suggest that online students experience more distractions due to less controlled environments and limited social interaction compared to on-site students.

3. Off-task activities, both digital (e.g., social media) and non-digital (e.g., eating), are known to disrupt attention and hinder learning performance.

New Insights:

1. Online students spend significantly more time on digital and non-digital off-task activities compared to on-site students, negatively affecting learning performance.

2. Digital off-task activities have a stronger negative impact on learning than non-digital activities due to their interference with cognitive resources required for learning.

3. Despite increased distractions for online students, strategic teaching adaptations, such as interactive tools, were underutilized in hybrid settings studied.

Putting Research into Practice:

1. Enhance Online Engagement: Use interactive methods such as quizzes and polls to reduce online students' distractions and improve focus.

2. Create Distraction-Free Environments: Encourage online students to establish learning spaces with minimal distractions and clear device usage guidelines.

3. Training for Hybrid Educators: Develop teacher training programs focused on integrating interactive elements and fostering inclusivity in hybrid classrooms.

Reference:
Ochs, C., Gahrmann, C., & Sonderegger, A. (2024). Learning in hybrid classes: The role of off-task activities. Scientific Reports, 14(1629). https://doi.org/10.1038/s41598-023-50962-z

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Impact of Off-Task Activities in Distractions. Excellent Educator, 1(17), 6. https://doi.org/10.6084/m9.figshare.28031273