Exploring Student and Faculty Reactions to Smartphone Policies in the Classroom

• Main Authors: Alicia Stachowski, Kathryn Hamilton, Andrea Bertram
• Format: Article
• Language: English
• Published: Georgia Southern University 2020-05-01
• Series: International Journal for the Scholarship of Teaching and Learning
• Subjects: pedagogical issues; improving classroom teaching; teaching/learning strategies; cell phones; policies
• Online Access: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol14/iss1/11

The current studies examined attitudes about classroom cell phone usage and reactions to cell phone policies among students and faculty. Study 1 documented students’ and faculty’s perceptions of appropriateness of cell phones in the classroom and about what classroom policies should be. Students reported greater leniency regarding cell phone use in the classroom and suggested stricter penalties for inappropriate use. Study 2 surveyed faculty and students about four cell phone policies ranging in level of leniency. The results indicated as policy leniency increased, cell phone use increased and enforcement decreased. Study 3 evaluated students’ reactions to actual classroom cell phone policies. Students reported using their phones more than they anticipated and rated policy enforcement lower than expected, except under a prohibitive policy. These results indicate that differences remain between faculty and students and that there is a mismatch between what students prefer and perceive as effective cell phone policies.