NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1214488
Record Type: Journal
Publication Date: 2019-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
Chinese Undergraduate Students' Perceptions of Mobile Learning: Conceptions, Learning Profiles, and Approaches
Lin, Xiao-Fan; Deng, Cailing; Hu, Qintai; Tsai, Chin-Chung
Journal of Computer Assisted Learning, v35 n3 p317-333 Jun 2019
Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m-learning). The correlation between learners' conceptions and approaches to m-learning was analysed using a partial least squares analysis applied to data obtained from a sample of 971 undergraduate students in China. The results indicated that students' conceptions of m-learning could be classified into reproductive, transitional, and constructive levels. Students may hold multiple m-learning applications than a predominant one; hence, examining m-learning as one monolithic entity may provide limited information. Latent profile analysis identified four learning profiles based on students' preferred m-learning applications: passive, mixed, surface-supportive, and high-engagement.. Moreover, a general trend was observed, whereby students with reproductive and surface-supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high-engagement learning profiles tended to take both surface and deep approaches.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China