The relationship between mobile learning and self-regulated learning: A systematic review

Agnieszka Palalas, Norine Wark

Research output: Contribution to journalJournal Articlepeer-review

35 Citations (Scopus)

Abstract

A 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.

Original languageEnglish
Pages (from-to)151-172
Number of pages22
JournalAustralasian Journal of Educational Technology
Volume36
Issue number4
DOIs
Publication statusPublished - 2020

Keywords

  • formal education
  • m-learning
  • mobile learning
  • self-regulated learning
  • self-regulation
  • systematic review
  • thematic synthesis

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