Chinese Undergraduate Students' Perceptions of Mobile Learning: Conceptions, Learning Profiles, and Approaches

Autor/inn/en	Lin, Xiao-Fan; Deng, Cailing; Hu, Qintai; Tsai, Chin-Chung
Titel	Chinese Undergraduate Students' Perceptions of Mobile Learning: Conceptions, Learning Profiles, and Approaches
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 3, S.317-333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Xiao-Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12333
Schlagwörter	Undergraduate Students; Student Attitudes; Telecommunications; Handheld Devices; Correlation; Foreign Countries; Learner Engagement; Profiles; Cognitive Style; Least Squares Statistics; Preferences; Learning Processes; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Telekommunikationstechnik; Korrelation; Ausland; Charakterisierung; Profilanalyse; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01