Do Students Really Use Internet Access for Learning in the Classroom? : Exploring Students' Cyberslacking in an Indonesian University

Ermida Simanjuntak; Nur Ainy Fardana Nawangsari; Rahkman Ardi

doi:10.3390/bs9120123

Do Students Really Use Internet Access for Learning in the Classroom? : Exploring Students' Cyberslacking in an Indonesian University

Behav Sci (Basel). 2019 Nov 22;9(12):123. doi: 10.3390/bs9120123.

Authors

Ermida Simanjuntak^{1

2}, Nur Ainy Fardana Nawangsari¹, Rahkman Ardi¹

Affiliations

¹ Doctoral Program, Faculty of Psychology, Airlangga University, Surabaya 60286, Indonesia.
² Faculty of Psychology, Widya Mandala Catholic University, Surabaya 60112, Indonesia.

Abstract

University students, as 'digital natives', use the internet for learning in the classroom. However, the availability of internet access in the classroom becomes a challenge, because students also engage in non-academic internet access during lectures. The use of the internet during lectures for non-academic purpose is called cyberslacking. Self-regulated learning (SRL) and media multi-tasking efficacy (MME) are considered to be important factors contributing to cyberslacking. The participants in this study were students in a private university in Indonesia (N = 423). The results show that only self-regulated learning made any significant contribution to cyberslacking in the classrooms. Further research should be conducted to consider external factors, such as instructors' contributions, classrooms circumstances and the university policy towards internet usage.

Keywords: cyberslacking; media multi-tasking efficacy; self-regulated learning; university students.