Ochs, Carli; Gahrmann, Caroline; Sonderegger, Andreas (2024). Learning in hybrid classes: the role of off-task activities Scientific Reports, 14(1) Springer 10.1038/s41598-023-50962-z
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Hybrid teaching (synchronous online and on-site teaching) offers many advantages (e.g., increased flexibility). However, previous research has suggested that students who join classes online suffer higher levels of distractibility, which might translate into students engaging in more off-task activities. This, in turn, can impair students’ learning performance. The following quasi-experimental field study investigated this specific link between teaching mode, engagement in off-task activities, and learning performance. We collected survey data from N = 690 students in six hybrid classes (N = 254 online, N = 436 on-site). Participants reported the amount of time they spent engaging in digital and non-digital off-task activities and responded to a quiz on the course material. Results revealed that online students spent more time engaging in off-task activities than on-site students. Further, results were consistent with our hypothesis that joining the class online is associated with lower learning performance via time spent on digital off-task activities.
Item Type: |
Journal Article (Original Article) |
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Division/Institute: |
Business School > Institute for New Work Business School > Institute for New Work > New Forms of Work and Organisation Business School |
Name: |
Ochs, Carli; Gahrmann, Caroline and Sonderegger, Andreas  0000-0003-0054-0544 |
Subjects: |
B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education |
ISSN: |
2045-2322 |
Publisher: |
Springer |
Language: |
English |
Submitter: |
Andreas Sonderegger |
Date Deposited: |
09 Feb 2024 10:50 |
Last Modified: |
09 Feb 2024 10:50 |
Publisher DOI: |
10.1038/s41598-023-50962-z |
ARBOR DOI: |
10.24451/arbor.21138 |
URI: |
https://arbor.bfh.ch/id/eprint/21138 |
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