The Relationship between Mobile Learning and Self-Regulated Learning: A Systematic Review

Autor/inn/en	Palalas, Agnieszka; Wark, Norine
Titel	The Relationship between Mobile Learning and Self-Regulated Learning: A Systematic Review
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 4, S.151-172 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palalas, Agnieszka) ORCID (Wark, Norine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Electronic Learning; Self Management; Educational Research; Research Methodology; Handheld Devices; Correlation; Foreign Countries; Questionnaires; Intellectual Disciplines; Undergraduate Students; Elementary School Students; Blended Learning; Taiwan; United States; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Korrelation; Ausland; Fragebogen; Geisteswissenschaften; USA
Abstract	A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (mlearning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between mlearning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined. Implications for practice or policy: (1) M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities; (2) M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined; and (3) When designing m-learning, educators should consider digital safety and privacy issues. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01