%0 Journal Article
%T Impact of Multitasking on Listening Effectiveness in the Learning Environment
%A Alla Kushniryk
%A Kenneth J. Levine
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2012
%I Society for Teaching and Learning in Higher Education
%X This experimental study evaluated the impact of multitasking and social presence on students¡¯ performances in the learning environment. In the first live-presenter group, the participants listened to a lecture in a face-to-face environment. In the second virtual-presenter group, the participants listened on their computers to a pre-recorded lecture. The participants of these groups listened to a lecture and simultaneously wrote responses to open-ended online survey questions. While the participants of the first two groups were multitasking, those in the third group completed listening and writing tasks sequentially. It was found that multitasking significantly decreased performances on both the listening and writing tasks. The experiment also uncovered that the degree of social presence did not affect students¡¯ performances on the listening or writing tasks in the learning environment. The perceived degree of social presence was the same in the virtual- and live-presenter groups.La pr¨¦sente ¨¦tude exp¨¦rimentale ¨¦value les cons¨¦quences de la multiplicit¨¦ des taches et de la pr¨¦sence sociale sur la performance des ¨¦tudiants dans l¡¯environnement d¡¯apprentissage. Le premier groupe a assist¨¦ ¨¤ une cours donn¨¦e par un conf¨¦rencier sur place. Le deuxi¨¨me groupe a ¨¦cout¨¦ le cours pr¨¦enregistr¨¦e ¨¤ partir d¡¯un ordinateur. Les participants de ces deux groupes ont r¨¦pondu simultan¨¦ment en ligne aux questions ouvertes d¡¯un sondage. Alors que les participants des deux premiers groupes ont effectu¨¦ des taches multiples simultan¨¦ment, ceux du troisi¨¨me groupe ont d¡¯abord ¨¦cout¨¦ puis ont r¨¦pondu au sondage de fa on s¨¦quentielle. Les chercheurs ont d¨¦couvert que le fait de r¨¦aliser des taches multiples entra nent une baisse importante de la performance en ce qui a trait ¨¤ l¡¯¨¦coute et ¨¤ la r¨¦daction des r¨¦ponses. L¡¯exp¨¦rience a aussi permis de d¨¦couvrir que la pr¨¦sence en classe n¡¯influe pas sur la performance des ¨¦tudiants en ce qui a trait aux taches d¡¯¨¦coute ou de r¨¦daction dans l¡¯environnement d¡¯apprentissage. Le degr¨¦ per u de pr¨¦sence sociale ¨¦tait le m¨ºme dans le groupe du conf¨¦rencier virtuel que dans celui du conf¨¦rencier en direct.
%K multitasking
%K social presence
%K task prioritization
%K listening
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss2/7