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Understanding mobile learning from the perspective of self-regulated learning.

Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining c...

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Published in:Journal of Computer Assisted Learning Vol. 28; no. 4; pp. 366 - 379
Main Authors: Sha, L., Looi, C.-K., Chen, W., Zhang, B.H.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Aug2012
Online Access:View this record in EBSCOhost
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      dt: Aug2012
      vid: 28
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2729.2011.00461.x
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        atl: Understanding mobile learning from the perspective of self-regulated learning.
      aug:
        au:
          Sha, L.
          Looi, C.-K.
          Chen, W.
          Zhang, B.H.
        affil: Learning Research and Development Center (LRDC), University of Pittsburgh, Pittsburgh, PA, USA
      sug:
        subj:
          Wireless Communications
          Learning Methods
          Education, Non-Traditional Singapore
          Human
          Cognition
          Questionnaires
          Summated Rating Scaling
          Logistic Regression
          Singapore
          Funding Source
      ab: Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student-centred, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime, and thus, entail learners to be motivated and to be able to self-regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self-regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanisms and processes of mobile learning, and the inherent relationship between mobile learning and SRL. We draw on work in a 3-year research project in developing and implementing a mobile learning environment in elementary science classes in Singapore to illustrate the application of SRL theories and methodology to understand and analyse mobile learning.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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