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

Chia sẻ: Long Nguyễn | Ngày: | Loại File: PDF | Số trang:37

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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.

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