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dc.contributor.authorÁlvarez-Risco, Aldoes_PE
dc.contributor.authorEstrada-Merino, Alfredoes_PE
dc.contributor.authorAnderson-Seminario, María-de-las-Mercedeses_PE
dc.contributor.authorMlodzianowska, Sabinaes_PE
dc.contributor.authorGarcía-Ibarra, Verónica Jannethes_PE
dc.contributor.authorVillagómez-Buele, Césares_PE
dc.contributor.authorCarvache-Franco, Mauricioes_PE
dc.contributor.otherÁlvarez-Risco, Aldoes_PE
dc.contributor.otherEstrada-Merino, Alfredoes_PE
dc.contributor.otherAnderson-Seminario, María-de-las-Mercedeses_PE
dc.contributor.otherMlodzianowska, Sabinaes_PE
dc.date.accessioned2021-01-18T20:43:20Z
dc.date.available2021-01-18T20:43:20Z
dc.date.issued2020
dc.identifier.citationAlvarez-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-08-2020-0160es_PE
dc.identifier.urihttps://hdl.handle.net/20.500.12724/12291
dc.descriptionIndexado en Scopuses_PE
dc.description.abstractPurpose: 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.es_EN
dc.formatapplication/pdfes_PE
dc.language.isoenges_PE
dc.publisherEmerald Publishinges_PE
dc.relation.ispartofurn:issn:1741-5659
dc.rightsinfo:eu-repo/semantics/restrictedAccesses_PE
dc.sourceRepositorio Institucional - Ulimaes_PE
dc.sourceUniversidad de Limaes_PE
dc.subjectRendimiento académicoes_PE
dc.subjectInternet en la educaciónes_PE
dc.subjectEstudiantes universitarioses_PE
dc.subjectAcademic achievementen_EN
dc.subjectInternet in educationen_EN
dc.subjectCollege studentsen_EN
dc.subject.classificationCiencias sociales / Educaciónes_PE
dc.titleMultitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreakes_EN
dc.typeinfo:eu-repo/semantics/articlees_PE
dc.type.otherArtículo en Scopuses_PE
dc.identifier.journalInteractive Technology and Smart Education
dc.publisher.countryGB
dc.description.peer-reviewRevisión por pareses_PE
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.02.04es_PE
dc.identifier.doihttps://doi.org/10.1108/ITSE-08-2020-0160


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