Multitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreak
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Purpose: This paper aims to explore university students' multitasking behavior in online classrooms and their influence on academic performance. Also, the study examined students' opinions. Design/methodology/approach: A total of 302 university students fulfilled an online survey. Ten questions were focused on demographic information, five items evaluated online class behavior of students, 9 items evaluated self-efficacy and four items measured academic performance. Findings: Multitasking behavior was found to negatively influence self-efficacy of -0.332, whereas self-efficacy showed a positive influence of 0.325 on academic performance. Cronbach's alpha and average variance extracted values were 0.780 and 0.527 (multitasking behavior), 0.875 and 0.503 (self-efficacy), 0.781 and 0.601 (academic performance). Outcomes of the bootstrapping test showed that the path coefficients are significant. Originality/value: The research findings may help university managers understand undergraduates’ online and face-to-face behavior and strategies to improve the behavior to ensure the best academic outcomes. The novelty is based on using the partial least square structural equation modeling technique.
How to citeAlvarez-Risco, A., Estrada-Merino, A., Anderson-Seminario, M.M., Mlodzianowska, S., García-Ibrra, V., Villagomez-Buele, C. & Carvache-Franco, M. (2020). Multitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreak. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-08-2020-0160
Category / SubcategoryCiencias sociales / Educación
JournalInteractive Technology and Smart Education
Indexado en Scopus
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