Affiliation:
1. Distance Education Research and Development Center Gazi University Ankara Turkey
2. Ereğli Faculty of Education, Department of Educational Science, Instructional Technology Necmettin Erbakan University Konya Turkey
3. Public Relations and Advertising, School of Business Atilim University Ankara Turkey
Abstract
AbstractBackgroundThe COVID‐19 pandemic has spread quickly, e‐learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e‐learning content, but connecting to technological tools increased the risk of cyberloafing during e‐courses. Currently, there are a limited number of studies on how e‐learning will evolve under compulsory conditions.ObjectivesThis study aimed to investigate the relationship between emotion regulation, e‐learning readiness, technology usage status (TUS), in‐class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic.MethodsIn total 1294 students participated in this study. A research model was tested by structural equation modelling.Results and ConclusionThe findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E‐learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e‐learning environment.
Subject
Computer Science Applications,Education
Cited by
11 articles.
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