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ERIC Number: EJ1102861
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0363-4523
Managing Student Digital Distractions and Hyperconnectivity: Communication Strategies and Challenges for Professorial Authority
Cheong, Pauline Hope; Shuter, Robert; Suwinyattichaiporn, Tara
Communication Education, v65 n3 p272-289 2016
Recent debates on the use of technology in classrooms have highlighted the significance of regulating students' off-task and multitasking behaviors facilitated by digital media. This paper investigates the communication practices that constitute professorial authority to manage college students' digital distractions in classrooms. Findings from interviews with American professors illustrate how they constitute their authority through distinct communication strategies including the enactment of codified rules, strategic redirection, discursive sanctions, and deflection. Furthermore, results highlight the multiple constraints and tensions in instructor communication to manage digital distractions in everyday and routine interventions. Insights generated in this paper contribute to deepening understanding of the (re)construction of contemporary pedagogical authority in times of digital hyperconnectivity, as well as its adaptions and challenges.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A