Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

Abstract

Abstract-The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University's students are exposed with the multi channels of knowledge from various sources primarily from online learning's resources. The study examines smartphone habit and behaviors, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student's belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone's habits for of university students. Understanding student selfefficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affects student self-efficacy to make mobile learning successful.

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

“…In recent years, researchers have become increasingly interested in mobile-assisted language learning (MALL) studies for online informal learning of English as a foreign language (EFL). The use of mobile devices, such as a smartphone, has been part of people's daily life, the younger generation in particular [1], [2] and this device will probably be still in existence in the foreseeable future [3].…”

The Smartphone as a Pedagogic Tool. Student Profiles as related to its Use and Knowledge

“…It would be interesting to continue researching, in line with the studies conducted by Razzaq et al (2018) and Tabuenca et al (2013), if the acquisition of technological and digital competencies through the day-to-day and academic use of mobile devices such as the Smartphone grants the students greater security in their autonomy and their making of decisions, based on the search for and contrasting of information, and reflection and action based on constructive criticism, individual as well as collaborative. Likewise, it would be interesting to verify if the use of the Smartphone favors a greater degree of interaction, communication and collaboration among equals, in an enriching, profound and stable manner, or in a pre-fabricated way (Gardner & Davis, 2014), in order to preserve their e-identity and develop a sense of belonging to the largest group of equals.…”

“…A non-negligible group of students (average and low profiles) still resisted adding technological tools that they use in their everyday lives, such as the Smartphone, for learning. The study by Razzaq et al (2018), already pointed to the fact that the learning conducted by university students about the Smartphones was through their own experience or through help from their peers in specific situations. Although this is the general tendency, in line with the study's aims, the creation of three profiles allowed for the re-thinking of current training possibilities and methodologies, adjusting them to each of the clusters obtained.…”

“…This technology is, as justified, one of the tools that offers the greatest pedagogic possibilities; pedagogy, as understood by the term promoted by the UNESCO (1999), which transcends the traditional didactic conceptions, and involves the educator and the student as the protagonists of the learning actions. With this in mind this research will delve into the relationship of the variables that have already been independently addressed in previous research studies, such as knowledge (Razzaq et al, 2018), use (Kibona & Mgaya, 2015), or training (Razzaq et al, 2018). However, in this case, the research will delve into the relationships between knowledge and use of the smartphone with the time spent with the device, the benefits perceived from its use and the interest of being trained on the academic use of the Smartphone.…”

“…Along the same lines, Rozgonjuk, Saal, and Täht (2018), highlight how the use of social networks favors a superficial focus on learning, which has negative repercussions for academic results. However, Razzaq, Samiha, and Anshari (2018), offer a more optimistic view, pointing to the multiple possibilities offered by smartphones for students for conducting their academic activities, pointing to the importance of the selfefficiency perceived by the students, the use they give to the tool and their knowledge about it, as a few of the key concepts that determine the greater or lesser success of its pedagogic use.…”