Monday, Jan 24 2022

Online classes affect productivity and concentration of students

Original posted by carlapa

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Scientific Articles

  • Walters, T., Simkiss, N. J., Snowden, R. J., & Gray, N. S. (2022). Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties. British Journal of Educational Psychology92(3), 843-860.
  • Yang, D., Catterall, J., & Davis, J. (2013). Supporting new students from vocational education and training: Finding a reusable solution to address recurring learning difficulties in e-learning. Australasian Journal of Educational Technology29(5).
  • Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and information technologies26(6), 7321-7338.

Explanation of the Post

Due to coronavirus, people were asked to remain at home, and that affected education. Students had to face a new challenge, online classes. And this makes us question: how online classes affect concentration and productivity among students.

First, the main problems were that not all students had a computer or connection to Wi-Fi, but then, online classes also affected concentration and productivity among students who had never done online classes before.

Students, were the only ones controlling the time they spent studying, and during classes they also had to face distractions such as, YouTube, Netflix, Instagram, housework, etc. Even students realized it, “Online learning is not efficient, due to the lack of interest students are giving to this matter, as well as the fact that student’s focus is compromised by other things as well.” Thinh Nguyen, a student at Taft, said.

Other sources

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  1. These studies show indeed that technology can be a distraction under certain circumstances.

    Actually, a literature review of scientific papers conducted in 2020 shows how that the use of technology for learning in children and adolescents does not automatically affect attention negatively. Rather, its effects depend on how it is used and how it is integrated in the learning process.

    Flecha, R., Pulido, C., Villarejo, B., Racionero, S., Redondo, G., & Torras, E. (2020). Effects of the use of digital technology on children’s empathy and attention capacity. Analytical Report. European Commission.

  2. Students were affected because technologies are time-consuming and make their use unpromising or misuse of media, which did not help school absenteeism and the mentoring was not of good quality, which was a major risk in education. Although there is evidence that the interruption of academic normality and teaching has put students at risk, proving stress, a lack of adaptation to the new reality and there have been quite a few dropouts of students.
    For greater performance, a different time and methodology should be dedicated for each student according to their level of online education with strategies helping and increasing educational possibilities, although it was a challenge to adapt to the difficulties.
    So we have a Scientific controversy.
    •Oliveira, J. B. A., Gomes, M., & Barcellos, T. (2020). Covid-19 y el regreso a las clases: escuchando las evidencias.
    •Alejo Flores, E. (2021). Influencia del modelo de enseñanza a distancia en el aprovechamiento escolar. Dilemas contemporáneos: educación, política y valores.
    •Gordón Martínez, M. G., Gordón Revelo, D. S., & Revelo Bolaños, R. A. (2021). Estrategias didácticas para el proceso de enseñanza-aprendizaje en tiempos de pandemia COVID-19. Conrado, 17(81), 226-235.

  3. The pandemic caused of the COVID-19, force the people to stay at home and doing the quarantine. Because of this, everything had to adapt to the situation. And the education had to change the face-to-face classes for online classes.

     Of course, this situation, it was new for everybody, but, anybody keep in mind the students, and maybe they were the most people affected. According to a study found in “computers in human behaviour” (Jan. 2020). They explain that in the online classroom, the students have to use the multitasking, and this was the problem. Because, just as their investigations, the people present problems in self-efficacy for self-regulated.

    In otherwise, “New media & society” magazine defends the conception about the risk to use the smartphone on adolescence, because anybody control the use, and sometimes, it’s the only resource for doing the classes online. So in this investigation, they explain that the students use the smartphones for recreational and social networking activities, instead of correct use for classes online.

    On the other hand, we find interesting other investigation that they expose the idea to change the methodology in this form of teaching, that consist in changing the methods, they explain one call flipped-jigsaw learning, for motivating the students. 

    • Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222.
    • Camerini, A. L., Gerosa, T., & Marciano, L. (2020). Predicting problematic smartphone use over time in adolescence: A latent class regression analysis of online and offline activities. New Media & Society, 23(11), 3229–3248.
    • Haftador, A. M., Shirazi, F., & Mohebbi, Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1).
  4. Desde mi punto de vista como estudiante, considero que las clases online realmente afectan a la productividad y la concentración.

    Durante la pandemia provocada por el COVID, por primera vez tuve que asistir a clases online. En el tiempo que duraba la clase, aunque me costaba podía mantener la concentración, pero, en mi caso el problema venia cuando debía organizarme para poder realizar todas las tareas que me mandaban. Como no tenía una rutina establecida, no era capaz muchas veces de seguir el horario que me planificaba y por lo tanto considero que mi productividad no era la misma que cuando asistía a las clases presenciales.

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