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dc.contributor.authorPalalas, Agnieszka
dc.contributor.authorWark, Norine
dc.date.accessioned2020-10-16T18:58:24Z
dc.date.available2020-10-16T18:58:24Z
dc.date.created2020-10-14 23:32
dc.date.issued2020-09-28
dc.identifieroai:ojs.ascilite.org.au:article/5650
dc.identifierhttps://ajet.org.au/index.php/AJET/article/view/5650
dc.identifier10.14742/ajet.5650
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3975285
dc.description.abstractA systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherASCILITE
dc.relation.ispartofhttps://ajet.org.au/index.php/AJET/article/view/5650/1665
dc.rightsCopyright (c) 2020 Agnieszka Palalas, Norine Wark
dc.sourceAustralasian Journal of Educational Technology; Vol. 36 No. 4 (2020): AJET; 151-172
dc.subjectFormal education
dc.subjectm-learning
dc.subjectmobile learning
dc.subjectself-regulation
dc.subjectself-regulated learning
dc.subjectthematic synthesis
dc.subjectsystematic review
dc.titleThe relationship between mobile learning and self-regulated learning: A systematic review
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode1449-5554
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16867323
ge.lastmodificationdate2020-10-14 23:32
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150303
ge.oai.repositoryid102036
ge.oai.setnameArticles
ge.oai.setspecAJET:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://ajet.org.au/index.php/AJET/article/view/5650


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