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ERIC Number: EJ1174835
Record Type: Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISSN: ISSN-8756-7555
Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?
Stowell, Jeffrey R.; Addison, William E.; Clay, Samuel L.
College Teaching, v66 n2 p98-103 2018
The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a community psychology course. The syllabi varied by the hypothetical instructor's technology policy (encouraging of appropriate technology use in the classroom, discouraging of all technology use, or a mixture of both) and instructor gender. Results showed that students rated instructors similarly on the Competency/Communication factor across all conditions but rated them significantly lower on the Rapport factor when the syllabus included a discouraging technology policy. Rapport ratings were also associated with students' self-reported dependence on technology. High instructor Rapport was associated with high levels of students' technology dependency in the encouraging technology policy condition (r = 0.29, p < 0.05), but low levels of technology dependency in the discouraging condition (r = -0.31, p < 0.05). Our findings suggest that if instructors include technology policies on their syllabi that restrict inappropriate technology use, they should also indicate situations in which technology use is appropriate.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Idaho
Grant or Contract Numbers: N/A