Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches.
Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m‐learning). The correlation between learners' conceptions and approache...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 3; pp. 317 - 334 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136200230&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136200230 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2019 vid: 35 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 136200230 136200230 136200230 10.1111/jcal.12333 136200230 ppf: 317 ppct: 17 formats: tig: atl: Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches. aug: au: Lin, Xiao‐Fan Deng, Cailing Hu, Qintai Tsai, Chin‐Chung affil: School of Education Information Technology, South China Normal University, Guangdong Provincial Engineering and Technologies Research Centre for Smart Learning, Guangzhou China sug: subj: Education, Non-Traditional Learning Methods Smartphone Utilization Mobile Applications Utilization Student Attitudes Evaluation Human Students, Undergraduate China Correlational Studies Structural Equation Modeling Data Analysis, Statistical Methods Male Female Adolescence Adult Questionnaires Reliability and Validity Coefficient alpha Criterion-Related Validity Data Analysis Descriptive Statistics Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m‐learning). The correlation between learners' conceptions and approaches to m‐learning was analysed using a partial least squares analysis applied to data obtained from a sample of 971 undergraduate students in China. The results indicated that students' conceptions of m‐learning could be classified into reproductive, transitional, and constructive levels. Students may hold multiple m‐learning applications than a predominant one; hence, examining m‐learning as one monolithic entity may provide limited information. Latent profile analysis identified four learning profiles based on students' preferred m‐learning applications: passive, mixed, surface‐supportive, and high‐engagement.. Moreover, a general trend was observed, whereby students with reproductive and surface‐supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high‐engagement learning profiles tended to take both surface and deep approaches. Lay Description: What is already known about this topic Previous studies have confirmed that conceptions of learning are closely linked with approaches to learning that tend to influence on learning performance.Conceptions of ubiquitous learning/mobile learning (m‐learning) appeared a hierarchy, ranging from reproductive to constructivist conceptions. What this paper adds This study indicated that students' conceptions of m‐learning can be classified into reproductive, transitional, and constructive levels. Accordingly, the results of the latent profile analysis revealed four learning profiles that were able to characterize students in terms of their critical applications of m‐learning, namely, the high‐engagement, mixed, surface‐supportive, and passive m‐learning profiles.A general trend was observed, whereby students with reproductive and surface‐supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high‐engagement learning profiles tended to take both surface and deep approaches. Implications for practice and/or policy The structure relationship between conceptions of and approaches to m‐learning and the role of different m‐learning profiles in approaches to m‐learning deepened the understanding of m‐learning processes and outcomes.In order to develop suitable approaches to m‐learning and motivations specific to Chinese educational context, college educators and teachers might consciously guide students to cultivate their perceptions of m‐learning based on the findings in this study. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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