Recognizing and measuring self-regulated learning in a mobile learning environment

Sha, Li; Looi, Chee-Kit; Chen, Wenli; Seow, Peter; Wong, Lung Hsiang

doi:10.1016/j.chb.2011.11.019

Cited by 118 publications

(64 citation statements)

References 27 publications

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“…found that motivation was an important factor that could influence learning process and learning achievements [7]. [16]. In web-based learning contexts, instructors could not observe students' level of engagement and involvement like what they do in a face-to-face learning environment, so implementing investigation on learners' motivation level is a remedy [16] (see Table I).…”

Section: A Motivation and E-learningmentioning

confidence: 99%

“…reported that the Instructional Materials Motivation Survey (IMMS) instrument was an effective instrument for collecting learners' motivational information. Sha et al [16]. reported the connection between motivation and learning process on self-regulated learning in mobile learning environment.…”

Section: A Motivation and E-learningmentioning

confidence: 99%

“…[16]. In web-based learning contexts, instructors could not observe students' level of engagement and involvement like what they do in a face-to-face learning environment, so implementing investigation on learners' motivation level is a remedy [16] (see Table I). for their findings.…”

Section: A Motivation and E-learningmentioning

confidence: 99%

“…As motivation has complex and influential effects on the learning process, numerous studies have been conducted to find the interrelationship between motivation and learning performance, e.g., [3], [7], [15], [16]. Educators and researchers make substantial efforts to find interventions which can sustain or promote motivation.…”

Section: A Motivation and E-learningmentioning

confidence: 99%

See 3 more Smart Citations

Measuring Learners’ Motivation Level in Massive Open Online Courses

Huang¹,

Hew²

2016

IJIET

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Abstract-Motivation stimulates and sustains learning behavior. It is important to understand learners' motivation, and identify whether the instructional materials can motivate or demotivate students. However, there are relatively few studies that address learners' motivation level in the newly emerged massive open online courses (MOOCs) setting. To shed light in this area, a case study on 27 MOOCs learners' motivation level was conducted. The instructional materials motivation survey (IMMS) instrument has been used to measure learners' motivation. It measures motivation from four dimensions: attention, relevance, confidence, and satisfaction (ARCS). The result showed that most participants' motivation levels were positive, and the participants were satisfied with the instructional materials provided in MOOCs. However, learners also expected improvements in some aspects.

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Section: A Motivation and E-learningmentioning

confidence: 99%

Section: A Motivation and E-learningmentioning

confidence: 99%

Section: A Motivation and E-learningmentioning

confidence: 99%

Section: A Motivation and E-learningmentioning

confidence: 99%

See 2 more Smart Citations

Measuring Learners’ Motivation Level in Massive Open Online Courses

Huang¹,

Hew²

2016

IJIET

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“…Psychological limitations are also important for mobile learning. The effectiveness of mobile learning can vary depending on the characteristics of the person (Sha et al, 2012). As well as some pedagogical limitations of mobile learning.…”

Section: What Are the Advantages And Disadvantages Of Mobile Learning?mentioning

confidence: 99%

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

EroÄlu¹,

Kaya²,

Ãzbek³

2017

Eur. j. soc. sci. educ. res.

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The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high ( X = 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

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A scoping review of Singapore parenting: Culture‐general and culture‐specific functions of parenting styles and practices

Cheung

Lim

2022

Infant and Child Development

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Cross‐cultural studies on parenting have identified cultural nuances that may impact the form and functions of parenting styles and practices in different contexts. This scoping review is undertaken with the aim of identifying such nuances in an under‐studied culture, as a starting point to understand and compare the forms and functions of parenting in Asia and beyond. A review of 27 studies showed that optimal parenting styles and practices were associated with positive child development outcomes in Singapore, similar to what has been observed in Western contexts. However, some parenting behaviours that were typically considered to be sub‐optimal were not invariably related to poorer child outcomes in Singapore, indicating that there may be protective cultural factors related to the interpretation of parental control. Adopting an emic approach to parenting research would deepen our understanding of the cultural generality and specificity of practices, ensuring that the design and implementation of parenting interventions are culturally appropriate and effective.

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Recognizing and measuring self-regulated learning in a mobile learning environment

Cited by 118 publications

References 27 publications

Measuring Learners’ Motivation Level in Massive Open Online Courses

Measuring Learners’ Motivation Level in Massive Open Online Courses

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

A scoping review of Singapore parenting: Culture‐general and culture‐specific functions of parenting styles and practices

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