College Students' Distractions from Learning Caused by Multitasking in Online vs. Face-to-Face Classes: A Case Study at a Public University in Romania.

This study compared Romanian college students' off-task use of digital devices in online courses with their digital distractions in face-to-face courses. Students taking both online and face-to-face courses completed surveys assessing off-task use of technology in each delivery mode, extent to which such use constitutes a distraction, and instructor policies for curbing use of digital devices in class. Off-task use of digital devices was significantly greater in online than face-to-face courses. Students were twice as likely to state that they were distracted by multitasking in online than in face-to-face classes. They also indicated that instructors in online classes were less likely than their face-to-face instructors to have a policy on the use of digital devices for off-task purposes during class. Study participants were more lenient toward the use of digital devices in online than in in-person classes and were less bothered by multitasking and classmates' off-task use of digital devices in online than in face-to-face classes. The results of this study have implications for instructors in online classes. By improving instructional design and pedagogical methods and creating opportunities for more interaction during the class, online instructors might be able to increase student motivation and lower multitasking behaviors.

Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University.

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990-2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants.