The regulation of learning and co-creation of new knowledge in mobile learning

Abstract

Mobile devices as learning tools enrich mobile computer supported collaborative learning (mCSCL). Engaging in metacognitive interaction promotes students’ regulatory learning and this can provide a positive influence to learning outcomes. However, despite insightful empirical studies, there is no research into the actual processes of new knowledge creation in this context. This leads to the question of how mobile learning experiences can support the co-creation of new knowledge. Two classroom action research studies were carried out using a qualitative research approach. The analysis of the mobile messages using conversation analysis indicates that self-regulated learning in mCSCL is non-linear, defying existing theory. The findings also show that learners find ways to self-regulate learning activities in socially stimulated learning environments. Through knowledge sharing, students seek new insights into the learning instead of mere transfer of existing content. The Strategic Co-creation of New Knowledge in mCSCL Model has been developed providing innovative ways to approach mobile learning. The findings also comprise improved descriptive models in cross-boundary learning. This research is significant as emerging elements encourage instructors to rethink and design better mobile learning activities to optimize learning. Three recommendations are made and if implemented, will enable learning facilitators to achieve enhanced learning outcomes, engage learners better and improve learning experiences.

The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: A systematic review with meta‐analysis

“…Because students perceive mobile devices as exciting learning aids, they can be used to improve affective learning outcomes including lowering learning anxiety (Lee et al, 2019) and fostering attitude towards the course and mobile technology (Sahin & Yilmaz, 2020). The mobility of mobile devices facilitates social interaction (Hwang et al, 2018) and knowledge co‐creation (Lim et al, 2019). Therefore, mobile technology affords students to learn individually and collectively (Koole, 2009).…”

Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices

“…Specifically, mobile learning is defined as learning that occurs through the mediation of mobile devices, which allows a greater scope of teaching [2]. At the higher education stage, mobile learning has been linked to various benefits for students, such as increased academic performance [3]- [6] and motivation [7]- [9]. While facilitating the development of skills such as self-regulation of learning [10], [11] and cooperative work [12].…”

Estrategias didácticas y pedagógicas, modelos pedagógicos y herramientas tecnológicas en educación superior mediada por TIC

“…Bajo este modelo, los estudiantes construyen un mundo de experiencias mentalmente, que guían sus procesos cognitivos, por lo que analiza la forma como el estudiante entiende y gana conocimiento del mundo. El constructivismo utiliza la tecnología para situar el aprendizaje y la aplicación de conocimientos previos en torno a problemas, retos o casos, mediante la instrucción del docente, la colaboración, la enseñanza mutua, las preguntas virtuales, entre otros métodos de interacción bajo un ambiente controlado de aplicación del conocimiento (González et al, 2019;Lim et al, 2019;Salas, 2016).…”