Universal Journal of Educational Research Vol. 10(7), pp. 470 - 478
DOI: 10.13189/ujer.2022.100705
Reprint (PDF) (299Kb)

Re-Examining "Media Effects Debate": Students' Off Task Mobile Device Use in Cameroon Higher Education Classrooms

Gracemary Eloheneke Moluayonge ^*
Department of Science of Education, Higher Technical Teacher's Training College, University of Buea, Buea, Cameroon

ABSTRACT

Mobile devices have become an inevitable part of the classroom. But how do we ensure that these mobile devices do not negatively influence learning? This study set out to examine what higher education students do when on their mobile devices while in class, why they do this and recommendations were made at the end on how to ameliorate this situation. The study revealed that students bring several mobile devices to class which are frequently involved in off task activities related to communication and seeking information. Moreover, the study revealed that this involvement differs by different academic majors. However, comfortable language does not have an effect on the students' behaviour. Furthermore, it was reported that the reasons for these off task activities are both teacher and student inclined. Thus, to cultivate a more favourable environment for learning in the presence of mobile devices, both teachers and students have a major role to play.

KEYWORDS
Mobile Devices, Mobile Learning, Media Debate, Off Task Mobile Device Use, Bring Your Own Device (BYOD)

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Gracemary Eloheneke Moluayonge , "Re-Examining "Media Effects Debate": Students' Off Task Mobile Device Use in Cameroon Higher Education Classrooms," Universal Journal of Educational Research, Vol. 10, No. 7, pp. 470 - 478, 2022. DOI: 10.13189/ujer.2022.100705.

(b). APA Format:
Gracemary Eloheneke Moluayonge (2022). Re-Examining "Media Effects Debate": Students' Off Task Mobile Device Use in Cameroon Higher Education Classrooms. Universal Journal of Educational Research, 10(7), 470 - 478. DOI: 10.13189/ujer.2022.100705.