Managing Distractions with Student-Instructor Rapport

SUMMARY

Existing Knowledge:

1. Digital distractions, such as off-task use of devices during class, are prevalent and detrimental to student learning outcomes and engagement.

2. Instructors often hesitate to enforce strict technology policies due to concerns about damaging student-instructor rapport.

3. Self-Determination Theory (SDT) suggests that meeting students' needs for autonomy, competence, and relatedness fosters motivation and engagement.

New Insights:

1. Students prefer technology policies developed collaboratively with instructors and focused on educational, not punitive, outcomes.

2. Confrontational enforcement methods, like public reprimands or device bans, are perceived as effective but harm student-instructor rapport.

3. Non-confrontational strategies, such as whole-class reminders or private conversations, are more rapport-friendly but less effective at curbing distractions.

Putting Research into Practice:

1. Collaborate on Policy Creation: Engage students in designing technology policies to enhance buy-in and align with their sense of autonomy.

2. Balance Enforcement and Rapport: Use private or non-confrontational enforcement strategies to address distractions while preserving rapport.

3. Incorporate Active Engagement: Reduce distractions by designing interactive and participatory learning activities to keep students engaged.

Reference:
Flanigan, A. E., Hosek, A. M., Frisby, B. N., Babchuk, W. A., & Ray, E. (2022). Student perceptions of digital distraction prevention and student–instructor rapport. Communication Education, 71(4), 429–448. https://doi.org/10.1080/03634523.2022.2149828

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Managing Distractions with Student-Instructor Rapport. Excellent Educator, 1(17), 8. https://doi.org/10.6084/m9.figshare.28031297