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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Bibliographic Details
Published in:Journal of computer assisted learning 2012-08, Vol.28 (4), p.366-378
Main Authors: Sha, L., Looi, C.-K., Chen, W., Zhang, B.H.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Computer simulation
Computer Uses in Education
Education
Educational Psychology
Educational Technology
Electronic Learning
Elementary School Science
elementary science
Foreign Countries
Fundamental and applied biological sciences. Psychology
Handheld Devices
Instructional Design
Learner Controlled Instruction
Learning
Learning Motivation
Learning Theories
Mathematical analysis
Mathematical models
Methodology
mobile learning
Program Development
Program Implementation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Recognition
Research and Development
Research Methodology
Research projects
self-regulated learning (SRL)
Singapore
Studies
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Summary: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.
ISSN:0266-4909
1365-2729
DOI:10.1111/j.1365-2729.2011.00461.x