Switch off - Revision history

Vipul at 23:37, 3 December 2023

2023-12-03T23:37:22Z

← Older revision		Revision as of 23:37, 3 December 2023
Line 1:		Line 1:
			{{learning failure}}

	==Definition==		==Definition==

Vipul: /* Definition */

2023-12-03T23:08:20Z

Definition

← Older revision		Revision as of 23:08, 3 December 2023
Line 1:		Line 1:
	==Definition==		==Definition==

	In the context of learning, a '''switch off''' occurs when the learner stops actively engaging with the material being learned. A switch off could occur in a classroom instructional setting, a group study setting, or a self-learning setting using a video, book, or other means.		In the context of learning, a '''switch off''' occurs when the learner stops actively engaging with the material being learned. A switch off could occur in a classroom instructional setting, a group study setting, or a self-learning setting using a video, book, or other means. Switch offs violate the [[attention assumption]].

	==Broad reasons for switch off==		==Broad reasons for switch off==

Vipul: /* Learning-specific distraction (subject matter) */

2014-06-22T16:26:14Z

Learning-specific distraction (subject matter)

← Older revision		Revision as of 16:26, 22 June 2014
Line 37:		Line 37:

	In some cases, learners might get distracted by some part of the learning material, to the point that they keep thinking about that and don't pay attention to future material. For instance, a teacher may pose a problem to learners, discuss it, and move on, but a learner might be busy trying to understand the problem posed by the teacher even as the teacher has moved on to other subjects.		In some cases, learners might get distracted by some part of the learning material, to the point that they keep thinking about that and don't pay attention to future material. For instance, a teacher may pose a problem to learners, discuss it, and move on, but a learner might be busy trying to understand the problem posed by the teacher even as the teacher has moved on to other subjects.

			See also the [[split attention effect]].

	===Anxiety or emotional issues induced by the learning context===		===Anxiety or emotional issues induced by the learning context===

Vipul: /* Broad reasons for switch off */

2014-05-21T19:21:27Z

Broad reasons for switch off

← Older revision		Revision as of 19:21, 21 May 2014
Line 19:		Line 19:
	* They find it hard to follow the physical format of the learning presentation. For instance, their eyesight prevents them from clearly reading what is written on the board. The internet connection may be taking ages to stream the video they're watching to learn the material. They may have a hard time understanding the instructor's accent.		* They find it hard to follow the physical format of the learning presentation. For instance, their eyesight prevents them from clearly reading what is written on the board. The internet connection may be taking ages to stream the video they're watching to learn the material. They may have a hard time understanding the instructor's accent.

	===Lack of motivation===		===Lack of motivation or interest===

	Learners are likely to switch off if they don't get a sense of the ''purpose'' or ''motivation'' of what they're learning. Here, motivation is construed broadly. Some learners may prefer intrinsic, knowledge-based motivation, such as how learning what they're learning now will help them with future learning. Some learners may prefer motivation based on real-world application. Some learners may respond best to motivation in terms of whether the material will affect their grades.		Learners are likely to switch off if they don't get a sense of the ''purpose'' or ''motivation'' of what they're learning. Here, motivation is construed broadly. Some learners may prefer intrinsic, knowledge-based motivation, such as how learning what they're learning now will help them with future learning. Some learners may prefer motivation based on real-world application. Some learners may respond best to motivation in terms of whether the material will affect their grades.

			===Low opinion of format of learning===

			In some cases, students attend lectures because attendance is required or on the off-chance that instructors will say something important, but they don't use lectures as an important source of learning, because they don't learn much from lectures (this could be due to lectures in general being unsuitable, or the particular lecturer's style being unsuitable). In this case, the switch off may well be a conscious decision.
	===Understimulation===		===Understimulation===

Vipul: Created page with "==Definition== In the context of learning, a '''switch off''' occurs when the learner stops actively engaging with the material being learned. A switch off could occur in a c..."

2014-05-21T19:12:44Z

Created page with "==Definition== In the context of learning, a '''switch off''' occurs when the learner stops actively engaging with the material being learned. A switch off could occur in a c..."

New page

==Definition==

In the context of learning, a '''switch off''' occurs when the learner stops actively engaging with the material being learned. A switch off could occur in a classroom instructional setting, a group study setting, or a self-learning setting using a video, book, or other means.

==Broad reasons for switch off==

===Reasons unrelated to the learning context===

People may switch off for these reasons:

* They are thinking about another topic that is distracting them.
* They are fatigued, hungry, or otherwise physically distracted.

===Reasons related to the physical context of the learning environment but not to the learning itself===

People may switch off for reasons such as:

* They are not physically comfortable. Causes of physical discomfort could include visual distractions, bad lighting, bad seats, background noise, bad smells, or inappropriate climate control (including temperature and humidity).
* They find it hard to follow the physical format of the learning presentation. For instance, their eyesight prevents them from clearly reading what is written on the board. The internet connection may be taking ages to stream the video they're watching to learn the material. They may have a hard time understanding the instructor's accent.

===Lack of motivation===

Learners are likely to switch off if they don't get a sense of the ''purpose'' or ''motivation'' of what they're learning. Here, motivation is construed broadly. Some learners may prefer intrinsic, knowledge-based motivation, such as how learning what they're learning now will help them with future learning. Some learners may prefer motivation based on real-world application. Some learners may respond best to motivation in terms of whether the material will affect their grades.

===Understimulation===

In some cases, learners switch off when the material seems too easy and does not use enough cognitive resources to keep the learner fully occupied. Thus, instructional materials that begin (lead in) with relatively easy material may lead the learner to believe that following the material will not take much effort, so the learner starts multitasking and gradually switches off. This is common in both instructional settings and self-learning settings. Even if the low level of learner attention is appropriate for the initial easy material, it may be insufficient when the material becomes harder.

===Difficulty===

In some cases, the material is literally too difficult for the learner to follow. Particularly when later parts of the material rely heavily on earlier parts, learners may find themselves lost and therefore find it easier to switch off than make (seemingly) futile attempts to continue paying attention.

===Learning-specific distraction (subject matter)===

In some cases, learners might get distracted by some part of the learning material, to the point that they keep thinking about that and don't pay attention to future material. For instance, a teacher may pose a problem to learners, discuss it, and move on, but a learner might be busy trying to understand the problem posed by the teacher even as the teacher has moved on to other subjects.

===Anxiety or emotional issues induced by the learning context===

Some examples are below:

* A learner may feel worried or anxious after being unable to solve an exercise provided in the learning material (or posed by the instructor), and therefore unable to concentrate further.
* A learner may feel offended at some remarks made by the instructor or fellow students that are perceived as negative about the learner's ability to grasp material, and this might hinder the learner's ability to grasp new material.