Factors for Mobile Application Supporting Self-regulated Learning of Elementary Students (abstract only)  

Oleh:

Aehyun, Bae ; Sangsoo, Lee

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 1046-1047.
Topik: mobile learning; digital native; self-regulated learning
Fulltext: Hong Kong-Conference 187.pdf (213.73KB)

Isi artikel

In these days, new educational systems including Mobile-based Learning, Digital text books and so forth are becoming more popular. This change requires that ‘learning’ should happen by active effort of learners themselves, not by instructor. So, there have been various efforts to enhance self-regulated learning, but it didn`t make enough achievements. Most of them were done thorough off-line that learners write down the process of self-regulated learning, show them to their teacher, and then, the teacher gives feedback to modify and reinforce the process of his or her learners’ self-regulated learning. To make the process effective, the feedback should be offered immediately, specifically, and systematically. However, in the context of off-line, it is difficult for individual learner to get proper information to improve his learning because the teacher has the limitation to offer specific and accurate feedback immediately. Furthermore, especially the elementary students (target of this research) might feel tired to spend their time and effort to write daily learning plan, results, and reflection on papers. In order to overcome this problem, this study aimed at finding out the factors for mobile application supporting self-regulated learning through this research. To achieve this research goal, we analyzed existing methodology and tools used to support self-regulated learning, and previous researches such as self-regulated learning, mobile-based learning, and other related studies. Through this, we found the factors below to be considered for designing mobile application that supports self-regulated learning. Firstly, the mobile application for self-regulated learning should include the process of it. The process of self-regulation is to go through “four phases of meta cognition.” These phases are task perception, goal setting and planning, enacting, and adaptation. Secondly, the application should have functions to maximize advantages of mobile environment. The advantages of learning supported by mobile application include ubiquity, instant connectivity, learning community building, and personalization. Thirdly, the character of elementary students who were born as ‘digital native’ should be also considered. The digital native means the generation who was born during or after the general introduction of digital technologies, and has greater understanding on concept of digital technology because they have been familiar to interact with digital technology since early age. Therefore, these digital natives feel easy for doing several things on same time, like multitasking or parallel processing for their tasks. They also tend to pursue instant feedback, show themselves online actively, and focus more on the task when it is challenging and fun.

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