In the times when the internet and digital devices that handle internet access become ubiquitous, have impending implications on overall student learning? With a grain of salt, what the impact might be from a different lens than the usual mental health, inactivity or other arguments that have been made. Not to make light of those, as they are essential to the overall conversation, but instead, a different perspective.
While many review the internet as a means to quick answers and a never-ending source of learning, it may also impact learners’ ability to think about what they need to be successful and, importantly, become more dependent on external factors for their learning. While teachers are conscious of learners losing motivation post-COVID-19, perhaps we need to look at other factors. Perhaps it is the lack of thinking needed with the internet so close at hand. When needing an answer, one must click the search bar a few short words late, and very likely, there will be an answer. The consumer does not necessarily know if that answer is correct or in line with the context in which they were searching. However, the overarching quest for an answer is complete. Metacognition is two segments, internal and external, and the interaction between the many factors that intersect, resulting in behavioural consequences regarding academic performance (Hartman, 2001). Breaking this down, the internal factor here is the ability to ask a question. We are focused on the dependence, and therefore the lack of learning autonomy, that could come from having information ready. What happens when we face a challenging question that the internet cannot solve? Perhaps there is an overarching need, not that this needs to be repeated, to investigate the purpose of schools and the role of education in the 21st century and critique the skills necessary to succeed (Griffin, Care, & McGaw, 2012). Perhaps our learned automaticity of relying on the internet is detrimental to our overall academic achievements.
Griffin, P., Care, E., McGaw, B. (2012). The Changing Role of Education and Schools. In: Griffin, P., McGaw, B., Care, E. (eds) Assessment and Teaching of 21st Century Skills. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2324-5_1
Hartman, H.J. (2001). Developing Students’ Metacognitive Knowledge and Skills. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_3
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