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ERIC Number: EJ1172269
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Student Learning with Permissive and Restrictive Cell Phone Policies: A Classroom Experiment
Lancaster, Alexander L.
International Journal for the Scholarship of Teaching and Learning, v12 n1 Article 5 2018
Based on Finn and Ledbetter's (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy and the effect of these policies on students' cognitive and affective learning in two sections of a public speaking course. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this telling finding, also were discussed.
Descriptors: College Students, Handheld Devices, Telecommunications, Educational Policy, Program Implementation, Outcomes of Education, Learning Processes, Public Speaking, Comparative Analysis, Affective Objectives, Cognitive Measurement, Hypothesis Testing, Statistical Analysis, Technology Integration
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: email@example.com; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A