Facilitation and Distraction: Exploring the Use of Computers in the College Classroom

Students’ perceptions of classroom self-computer use were examined. Generally, use was seen as more facilitating than distracting. At least 75% of respondents perceived common tasks as strongly facilitating. Facilitation was greater, and distraction lower, in actively instructed classes. Nontraditional tasks (e.g. social media) occur more frequently in passively instructed classes.