ArticleScientific reports2024
Learning in hybrid classes: the role of off-task activities.
Article in Scientific reports, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Learning from video tutorials: mental focusing and rehearsal are just as effective as written focusing.Frontiers in psychology · 2026Article
- In-lecture quizzes improve online learning for university and community college students.Communications psychology · 2025Article
- Medical education in Obstetrics and Gynecology: preferences of medical students regarding digital teaching.Frontiers in medicine · 2025Article
- Exploring the effects of multiple online interaction on emotions of L2 learners in synchronous online classes.Heliyon · 2024Article
- Note-taking fosters distance video learning: smartphones as risk and intellectual values as protective factors.Scientific reports · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Hybrid teaching (synchronous online and on-site teaching) offers many advantages (e.g., increased flexibility). However, previous research has suggested that students who join classes online suffer higher levels of distractibility, which might translate into students engaging in more off-task activities. This, in turn, can impair students' learning performance. The following quasi-experimental field study investigated this specific link between teaching mode, engagement in off-task activities, and learning performance. We collected survey data from N = 690 students in six hybrid classes (N = 254 online, N = 436 on-site). Participants reported the amount of time they spent engaging in digital and non-digital off-task activities and responded to a quiz on the course material. Results revealed that online students spent more time engaging in off-task activities than on-site students. Further, results were consistent with our hypothesis that joining the class online is associated with lower learning performance via time spent on digital off-task activities.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.