The regulation of learning and co-creation of new knowledge in mobile learning
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 re...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Hong Kong Bao Long Accounting & Secretarial Limited
2019-12-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/425 |
| _version_ | 1818141517718487040 |
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| author | Genevieve Lim Arthur Shelley Dongcheol Heo |
| author_facet | Genevieve Lim Arthur Shelley Dongcheol Heo |
| author_sort | Genevieve Lim |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-11T11:01:09Z |
| format | Article |
| id | doaj.art-d1e264e2d01c48ee97e0fecd8408d826 |
| institution | Directory Open Access Journal |
| issn | 2073-7904 2073-7904 |
| language | English |
| last_indexed | 2024-12-11T11:01:09Z |
| publishDate | 2019-12-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj.art-d1e264e2d01c48ee97e0fecd8408d8262022-12-22T01:09:52ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042073-79042019-12-01114449484https://doi.org/10.34105/j.kmel.2019.11.024The regulation of learning and co-creation of new knowledge in mobile learningGenevieve Lim0Arthur Shelley1Dongcheol Heo2Bangkok University, ThailandRMIT University, AustraliaBangkok University, ThailandMobile 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.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/425 |
| spellingShingle | Genevieve Lim Arthur Shelley Dongcheol Heo The regulation of learning and co-creation of new knowledge in mobile learning Knowledge Management & E-Learning: An International Journal |
| title | The regulation of learning and co-creation of new knowledge in mobile learning |
| title_full | The regulation of learning and co-creation of new knowledge in mobile learning |
| title_fullStr | The regulation of learning and co-creation of new knowledge in mobile learning |
| title_full_unstemmed | The regulation of learning and co-creation of new knowledge in mobile learning |
| title_short | The regulation of learning and co-creation of new knowledge in mobile learning |
| title_sort | regulation of learning and co creation of new knowledge in mobile learning |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/425 |
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