L’utilisation des téléphones cellulaires au postsecondaire sous l’angle de la gestion de classe : étude exploratoire des perceptions enseignantes et étudiantes
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Mots-clés
- Téléphone cellulaire
- Gestion de classe
- Motivation
- Engagement
- Autorégulation
- Modification du comportement
- Cellphone
- Classroom management
- Self-regulation
- Behavior modification
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Résumé
Résumé
For over a decade now, cell phones have become ubiquitous in public and are among the preferred means of communication (Bernacki et al., 2020; Campbell, 2006). In the classroom setting, the presence of these tools influences students' learning and behavior, as well as the teaching experience (Lim et al.., 2003) due to certain challenges they bring, such as plagiarism (Campbell, 2006) and distraction (Gaudreau et al., 2014). While the challenges associated with cellphone use are well-documented in the literature, significant advantages are also mentioned: these mobile technologies remain interesting learning aids (Al-Rahmi et al., 2022). To benefit from the presence of cell phones in the classroom and address the associated challenges, managing their use and behavior becomes necessary (Joshi et al., 2022; Mahsud et al., 2021). Classroom management is a concept that has evolved from the field of teaching and encompasses a wide range of definitions and approaches. What actions would be most suitable in terms of classroom management in the post-secondary context when cellphones are present? To date, there have been limited studies investigating these aspects. However, this research fills the gap by examining cell phones in relation to classroom management and exploring the perceptions of both teachers and students. This study utilized a mixed-methods approach, combining the use of questionnaires and interviews. It was supported by a theoretical framework that focused on classroom management in the presence of technology, as well as motivation and engagement. Research on classroom management reveals that teachers employ various management styles, which can be categorized as interventionist, interactionist, or non-interventionist. These styles span a continuum of power and control, as emphasized by Gaudreau (2016). The research data primarily indicate classroom management styles characterized by a dominant managerial component, often interventionist, alongside a secondary component. Teachers' selection of a particular management practice appears to be influenced by several factors, including student behavior and personal values (Chouinard, 2001). The sense of personal efficacy in classroom management is closely tied to the chosen pedagogical approach, with greater intensity observed when learner-centered approaches are prioritized. Moreover, the presence of cell phones in the classroom, despite their advantages and challenges, is perceived as having a detrimental effect on the pedagogical relationship. As for students, they highlight the advantages of cellphones (access to information, learning tools, collaboration, motivation) as well as the challenges they pose (distraction, managing use, self-regulating behaviors, plagiarism, multitasking, lack of communication). In this context, a more restrictive use of cell phones is associated with greater classroom attention and increased personal effort, although it may evoke more negative than positive emotions in students regarding the course. However, positive emotions, personal efforts, and classroom attention have a positive influence on students' perceptions of classroom management, including classroom climate and interactions. Conversely, positive student perceptions of classroom management exert a beneficial influence on classroom attention and positive emotions. Furthermore, a link has been established between teacher and student perceptions and their behaviors within this context. A strong level of behavioral engagement is connected to a more interventionist style of classroom management, whereas a high degree of affective engagement aligns with a more interactionist approach. Consequently, it is imperative to make well-informed decisions regarding classroom management practices in order to facilitate the advantageous use of cellphones in the classroom and foster student engagement on both behavioral and emotional levels. The outcomes of this research, alongside the entirety of the thesis process, have helped yield practical recommendations for educators, students, educational professionals, and policymakers in the field of education. Additionally, they have also identified potential areas for further research exploration.
For over a decade now, cell phones have become ubiquitous in public and are among the preferred means of communication (Bernacki et al., 2020; Campbell, 2006). In the classroom setting, the presence of these tools influences students' learning and behavior, as well as the teaching experience (Lim et al.., 2003) due to certain challenges they bring, such as plagiarism (Campbell, 2006) and distraction (Gaudreau et al., 2014). While the challenges associated with cellphone use are well-documented in the literature, significant advantages are also mentioned: these mobile technologies remain interesting learning aids (Al-Rahmi et al., 2022). To benefit from the presence of cell phones in the classroom and address the associated challenges, managing their use and behavior becomes necessary (Joshi et al., 2022; Mahsud et al., 2021). Classroom management is a concept that has evolved from the field of teaching and encompasses a wide range of definitions and approaches. What actions would be most suitable in terms of classroom management in the post-secondary context when cellphones are present? To date, there have been limited studies investigating these aspects. However, this research fills the gap by examining cell phones in relation to classroom management and exploring the perceptions of both teachers and students. This study utilized a mixed-methods approach, combining the use of questionnaires and interviews. It was supported by a theoretical framework that focused on classroom management in the presence of technology, as well as motivation and engagement. Research on classroom management reveals that teachers employ various management styles, which can be categorized as interventionist, interactionist, or non-interventionist. These styles span a continuum of power and control, as emphasized by Gaudreau (2016). The research data primarily indicate classroom management styles characterized by a dominant managerial component, often interventionist, alongside a secondary component. Teachers' selection of a particular management practice appears to be influenced by several factors, including student behavior and personal values (Chouinard, 2001). The sense of personal efficacy in classroom management is closely tied to the chosen pedagogical approach, with greater intensity observed when learner-centered approaches are prioritized. Moreover, the presence of cell phones in the classroom, despite their advantages and challenges, is perceived as having a detrimental effect on the pedagogical relationship. As for students, they highlight the advantages of cellphones (access to information, learning tools, collaboration, motivation) as well as the challenges they pose (distraction, managing use, self-regulating behaviors, plagiarism, multitasking, lack of communication). In this context, a more restrictive use of cell phones is associated with greater classroom attention and increased personal effort, although it may evoke more negative than positive emotions in students regarding the course. However, positive emotions, personal efforts, and classroom attention have a positive influence on students' perceptions of classroom management, including classroom climate and interactions. Conversely, positive student perceptions of classroom management exert a beneficial influence on classroom attention and positive emotions. Furthermore, a link has been established between teacher and student perceptions and their behaviors within this context. A strong level of behavioral engagement is connected to a more interventionist style of classroom management, whereas a high degree of affective engagement aligns with a more interactionist approach. Consequently, it is imperative to make well-informed decisions regarding classroom management practices in order to facilitate the advantageous use of cellphones in the classroom and foster student engagement on both behavioral and emotional levels. The outcomes of this research, alongside the entirety of the thesis process, have helped yield practical recommendations for educators, students, educational professionals, and policymakers in the field of education. Additionally, they have also identified potential areas for further research exploration.
For over a decade now, cell phones have become ubiquitous in public and are among the preferred means of communication (Bernacki et al., 2020; Campbell, 2006). In the classroom setting, the presence of these tools influences students' learning and behavior, as well as the teaching experience (Lim et al.., 2003) due to certain challenges they bring, such as plagiarism (Campbell, 2006) and distraction (Gaudreau et al., 2014). While the challenges associated with cellphone use are well-documented in the literature, significant advantages are also mentioned: these mobile technologies remain interesting learning aids (Al-Rahmi et al., 2022). To benefit from the presence of cell phones in the classroom and address the associated challenges, managing their use and behavior becomes necessary (Joshi et al., 2022; Mahsud et al., 2021). Classroom management is a concept that has evolved from the field of teaching and encompasses a wide range of definitions and approaches. What actions would be most suitable in terms of classroom management in the post-secondary context when cellphones are present? To date, there have been limited studies investigating these aspects. However, this research fills the gap by examining cell phones in relation to classroom management and exploring the perceptions of both teachers and students. This study utilized a mixed-methods approach, combining the use of questionnaires and interviews. It was supported by a theoretical framework that focused on classroom management in the presence of technology, as well as motivation and engagement. Research on classroom management reveals that teachers employ various management styles, which can be categorized as interventionist, interactionist, or non-interventionist. These styles span a continuum of power and control, as emphasized by Gaudreau (2016). The research data primarily indicate classroom management styles characterized by a dominant managerial component, often interventionist, alongside a secondary component. Teachers' selection of a particular management practice appears to be influenced by several factors, including student behavior and personal values (Chouinard, 2001). The sense of personal efficacy in classroom management is closely tied to the chosen pedagogical approach, with greater intensity observed when learner-centered approaches are prioritized. Moreover, the presence of cell phones in the classroom, despite their advantages and challenges, is perceived as having a detrimental effect on the pedagogical relationship. As for students, they highlight the advantages of cellphones (access to information, learning tools, collaboration, motivation) as well as the challenges they pose (distraction, managing use, self-regulating behaviors, plagiarism, multitasking, lack of communication). In this context, a more restrictive use of cell phones is associated with greater classroom attention and increased personal effort, although it may evoke more negative than positive emotions in students regarding the course. However, positive emotions, personal efforts, and classroom attention have a positive influence on students' perceptions of classroom management, including classroom climate and interactions. Conversely, positive student perceptions of classroom management exert a beneficial influence on classroom attention and positive emotions. Furthermore, a link has been established between teacher and student perceptions and their behaviors within this context. A strong level of behavioral engagement is connected to a more interventionist style of classroom management, whereas a high degree of affective engagement aligns with a more interactionist approach. Consequently, it is imperative to make well-informed decisions regarding classroom management practices in order to facilitate the advantageous use of cellphones in the classroom and foster student engagement on both behavioral and emotional levels. The outcomes of this research, alongside the entirety of the thesis process, have helped yield practical recommendations for educators, students, educational professionals, and policymakers in the field of education. Additionally, they have also identified potential areas for further research exploration.
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