Self-regulated learning using Mobile Educational Tool for Innovative Learning in Tanzanian Higher Education: Students' Perceptions

Mwandosya, Godfrey Isaac; Montero, Calkin Suero; Mbise, Esther Rosinner; Oyelere, Solomon Sunday

doi:10.1109/africon46755.2019.9133872

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Self-regulated students initiate and direct their own learning rather than relying on educational actors such as teachers, parents or peers. Besides, research has shown that students who have mastered self-regulation of their learning outperform those who are less capable to self-regulate their learning (Broadbent & Poon, 2015;Zimmerman & Schunk, 2001;Mwandosya et al, 2019). Existing studies have tried to establish the relationship among relevant online learning variables for example, between students' characteristics and self-regulated learning (Wang et al, 2013), between self-regulated learning and academic performance (Rashid & Asghar, 2016;Zimmerman & Schunk, 2001).…”

Section: Self-regulated Learning and Academic Performance In Online Settingsmentioning

confidence: 99%

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

et al. 2021

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This study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

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Section: Self-regulated Learning and Academic Performance In Online Settingsmentioning

confidence: 99%

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

et al. 2021

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“…Thus, creating interactive text-based discussions, such as a web-enabled SRL, is one of the alternatives to enhance the students' thoughts and navigation in online learning (Tsai et al, 2011). In addition, using a mobile-enabled educational tool can also be an option for online SRL (Mwandosya et al, 2019). Meanwhile, self-navigation in asynchronous online interactions is associated with students' ability to navigate their own learning.…”

Section: Rq 4: Interaction Strategiesmentioning

confidence: 99%

A Deep Dive Into Graduate Students’ Self-Efficacy and Academic Interaction in Online Learning

Anas,

Nur,

Afdaliah

et al. 2024

LLT Journal

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Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

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“…In mobile learning scenarios, students often need to regulate their learning, for instance, when applying resource management strategies (Hartley et al, 2020). They plan themselves when and where to engage with learning material and have the agency to select the material they find most relevant (Mwandosya et al, 2019). In addition, mobile learning scenarios are naturally compatible with various technologies for learning support, such as adaptive learning and collaborative learning (Lazarinis et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Providing Students With Mobile Access to an Assessment Platform

Hamzah

Sosnovsky

2023

International Journal of Mobile and Blended Learning

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The growing ubiquity, rich functionality, and relative affordability of mobile devices have been seen as opportune factors for implementing mobile learning solutions that can be used in a variety of contexts and domains. Plenty of successful mobile educational applications have been built. This paper describes an attempt to build on this success. The authors have investigated the use of mobile devices by students accessing assessment and self-assessment quizzes in the context of a university course. Two experiments were conducted with undergraduate students. The results of the first experiment were not successful, and initially, very few students used mobile devices. After several adjustments, during the second experiment, the usage of the system increased. However, the numbers were still much lower when compared to desktop access. This paper reports an investigation into the lack of mobile usage of the developed platform despite the educational affordances brought by mobile devices.

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Self-regulated learning using Mobile Educational Tool for Innovative Learning in Tanzanian Higher Education: Students' Perceptions

Cited by 6 publications

References 24 publications

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

A Deep Dive Into Graduate Students’ Self-Efficacy and Academic Interaction in Online Learning

Providing Students With Mobile Access to an Assessment Platform

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