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In an article for the Chronicle of Higher Education, Sherry Turkle argues that, in an age of multitasking, less is actually best. Multitasking in a classroom (checking phones, Googling, etc.), not only prevents deeper learning but also distracts others around you; thus, preventing their deeper learning and connection to course material.

With a world of distraction just a swipe away, students no longer know how to be bored. In fact, boredom is uncomfortable and unwelcome. However, Turkle says that it is when students are trained to sit silently through these uncomfortable moments is when deeper connections can be made.

Rather than designing classes around today’s hyperattentive culture, course designers need to train students to be able to “sit in a class and follow a complex argument.” The most surefire way to accomplish this is to have a device-free classroom. Without devices, how can today’s students function? Turkle advocates for being present. Interacting, developing better notetaking skills, honing listening habits, and building an ad hoc learning community can all result from having conversations offline. “Conversations teach attention, how to listen, how to be in a relationship,” writes Turkle. Even the most successful online classes are designed to have actual interactions.

In effect, Turkle values open-ended conversations and detours of thought due to the innovative ideas or creative approaches that may result. Efficienct communication through online platforms remove the sense of presence needed for meaningful collaboration and the potential for deep connections.