Research Article
BibTex RIS Cite

Investigation of the Relationship between University Students' Mobile Learning Attitudes and Self-Directed Learning Skills

Year 2023, Volume: 10 Issue: 2, 47 - 55, 26.10.2023
https://doi.org/10.33710/sduijes.1342568

Abstract

The purpose of this research is to investigate the relationship between university students' mobile learning attitudes and self-directed learning skills. A total of 420 university students, 317 female and 103 males, studying at universities in different cities of Turkey, participated in the study conducted using a correlational survey model. The data for the research were collected through a demographic information form, a mobile learning attitude scale, and a self-directed learning scale. As a result, there was no significant difference in university students' mobile learning attitude scores and self-directed learning levels based on gender. Additionally, a positive and significant relationship was found between university students' mobile learning attitudes and self-directed learning levels. Based on the research findings, it is recommended to conduct new studies to identify various variables that may be related to the level of self-regulated learning and that influence university students' attitudes towards mobile learning and their levels of self-regulated learning. These variables should be compared with variables such as attitudes towards mobile learning and self-regulated learning.

References

  • Afful, D., & Boateng, J. K. (2023) Mobile learning behaviour of university students in Ghana. Cogent Social Sciences, 9(1), 1-23. DOI: 10.1080/23311886.2023.2204712
  • Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4, 36–57.
  • Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20–32. DOI: 10.1177/0273475313494010
  • Canty, D., Barth, J., Yang, Y., Peters, N., Palmer, A., Royse, A., & Royse, C. (2019). Comparison of learning outcomes for teaching focused cardiac ultrasound to physicians: A supervised human model course versus an eLearning guided self- directed simulator course. Journal of Critical Care, 49, 38-44. DOI: 10.1016/j.jcrc.2018.10.006
  • Chen, C.-M., Chen, L.-C., & Horng, W.-J. (2019). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments. Advance Online Publication. DOI: 10.1080/10494820.2019.1636091
  • Çam, E., Uysal M., Kıyıcı M., ve İşbulan O. (2019). Mobil Öğrenme Tutum Ölçeği'nin Türk kültürüne uyarlanması. Uluslararası Türk Eğitim Bilimleri Dergisi, 7(13),14-125.
  • Dehmenoğlu, C. (2015). Development of a mobile education tool for fundamentals of programming lessons. (Master’s Thesis), Graduate School of Natural And Applied Sciences, Bahçeşehir University, İstanbul.
  • Demircioğlu, Z. I., Öge, B., Fuçular, E. E., Çevik, T., Denizci-Nazlıgül, M. & Özçelik, E. (2018). Reliability, validity and Turkish adaptation of Self-Directed Learning Scale (SDLS). International Journal of Assessment Tools in Education, 5, 235-247. DOI:10.21449/ijate.401069
  • Gatewood, E. (2019). Use of simulation to increase self-directed learning for nurse practitioner students. Journal of Nursing Education, 58(2), 102–106. DOI: 10.3928/01484834-20190122-07
  • George, D. & Mallery, M. (2001). SPSS for Windows step by step: A simple guide and reference 10.0 update. (3. Baskı). Allyn and Bacon.
  • Gezgin, D. M., Adnan, M., & Acar Guvendir, M. (2018). Mobile learning according to students of computer engineering and computer education: A comparison of attitudes. Turkish Online Journal of Distance Education, 19(1), 4–17. doi: DOI: 10.17718/tojde.382653
  • Golightly, A. (2019). Do learning style preferences of preservice geography teachers matter in self-directed learning? Journal of Geography. Advance online publication. DOI: 10.1080/00221341.2018.1549267
  • Gökçearslan, S. (2017). Perspectives of students on acceptance of tablets and self-directed learning with technology. Contemporary Educational Technology, 8(1), 40–55.
  • Huang, R. T. (2022) Explore the moderating impact of learners’ anticipated emotions on mobile learning outcome: A moderated mediation model. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2022.2076717
  • Huang, W. (2019). Examining the impact of head-mounted display virtual reality on the science self-efficacy of high schoolers. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1641525
  • Kantaroğlu, T., & Akbıyık, A. (2017). Students’ attitudes towards mobile learning: Comparison of faculty of management and faculty of education. Journal of Business Science (JOBS), 5(2), 25–50. DOI: 10.22139/jobs.306735
  • Kılıç, M. (2015). The effect of mobile based android application learning on the students’ academic successes permanent learnings and motivation in the unit of atom and periodic system in the lesson of chemistry (Master’s Thesis). Graduate School of Natural and Applied Sciences, Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
  • Kranzow, J., & Hyland, N. (2016). Self-directed learning: Developing readiness in graduate students. International Journal of Self-Directed Learning, 13(2), 1–14.
  • Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners‟ readiness to use computer technology for self-directed learning. System, 1–12. DOI: 10.1016/j.system.2017.05.001
  • Li, J., Ma, F., Wang, Y., Lan, R., Zhang, Y., & Dai, X. (2019). Pre-school children’s behavioral patterns and performances in learning numerical operations with a situation-based interactive e-book. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1636085
  • Lin, H.-F. (2013). The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance. Campus-Wide Information Systems, 30(4), 249–265. doi: DOI: 10.1108/CWIS-09-2012-0031 Ma, X., Yang, Y., Wang, X., & Zang, Y. (2018). An integrative review: Developing and measuring creativity in nursing. Nurse Education Today, 62, 1–8. DOI: 10.1016/j.nedt.2017.12.011
  • Morris, T. H. (2019a). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56–66. DOI: 10.1177/1045159518814486
  • Morris, T. H. (2019b). An analysis of Rolf Arnold’s systemic-constructivist perspective on self-directed learning. In M. Rohs, M. Schiefner-Rohs, I. Schüßler, & H.-J. Müller (Eds), Educational perspectives on transformations and change processes (pp. 301–313). WBV Verlag.
  • Mou, T.-Y., Kao, C.-P., Lin, H.-H., & Yin, Z.-X. (2019). From action to slowmation: Enhancing preschoolers’ story comprehension ability and learning intention. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1635496
  • Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2019). Computational thinking and mathematics using Scratch: An experiment with sixth-grade students. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1612448
  • Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. The International Review of Research in Open and Distributed Learning, 16(6), 1–19. DOI: 10.19173/irrodl.v16i6.2033
  • Schofield, C. P., West, T., & Taylor, E. (2011). Going mobile in executive education: How mobile technologies are changing the executive learning landscape. Hertfordshire: Ashridge and UNICON. United Kingdom. Sırakaya, M., & Alsancak-Sırakaya, D. (2017). An examination of associate degree students’ mobile learning attitudes according to various variables. Gazi University Journal of Gazi Faculty of Education, 37(3), 1085–1114. doi: DOI: 10.17152/gefad.329512
  • Starkey, L. (2019). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education. Advance online publication. DOI: 10.1080/0305764X.2019.1625867
  • Subekti, A. S. (2021). L2 learning online: Self-directed learning and gender influence in Indonesian university students. JEES (Journal of English Educators Society), 7(1), 10-17. DOI: 10.21070/jees.v7i1.1427
  • Tohidi, S., KarimiMoonaghi, H., Shayan, A., & Ahmadinia, H. (2019). The effect of self-learning module on nursing students’ clinical competency: A pilot study. Iranian Journal of Nursing and Midwifery Research, 24(2), 91–95. DOI: 10.4103/ijnmr.IJNMR_46_17
  • Uzunboylu, H., Hürsen, Ç, Özütürk, G., & Demirok, M. (2015). Determination of Turkish university students’ attitudes for mobile integrated EFL classrooms in North Cyprus and scale development: ELLMTAS. Journal of Universal Computer Science, 21(10), 1283–1296.
  • Wagner. (2018). The self-directed learning practices of elementary teachers. International Journal of Self-Directed Learning, 15(2), 18–33.
  • Yokuş, G. (2016). Study of mobile school students’ views on mobile learning and mobile application development for educational sciences: Mobile academy (Master’s Thesis). Mersin University, Mersin.

Üniversite Öğrencilerinin Mobil Öğrenme Tutumları ile Öz Yönetimli Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 10 Issue: 2, 47 - 55, 26.10.2023
https://doi.org/10.33710/sduijes.1342568

Abstract

Bu araştırmanın amacı üniversite öğrencilerinin mobil öğrenme tutumları ile öz yönetimli öğrenme becerileri arasındaki ilişkili incelemektir. İlişkisel tarama modeli kullanılarak yürütülen araştırmaya Türkiye’nin farklı şehirlerindeki üniversitelerde öğrenim gören 317 kadın, 103 erkek olmak üzere toplam 420 üniversite öğrencisi katılmıştır. Araştırmanın verileri demografik bilgi formu, mobil öğrenme tutum ölçeği ve öz yönetimli öğrenme ölçeği ile toplanmıştır. Sonuç olarak; üniversite öğrencilerinin mobil öğrenme tutum puanı ve öz yönetimli öğrenme düzeyi cinsiyete göre farklılık göstermemiştir. Ayrıca üniversite öğrencilerinin mobil öğrenme tutumu ile öz yönetimli öğrenme düzeyi arasında pozitif yönde anlamlı bir ilişki olduğu saptanmıştır. Araştırma bulgularından hareketle; üniversite öğrencilerinin mobil öğrenmeye yönelik tutumlarını ve öz yönetimli öğrenme düzeylerini etkileyen diğer faktörlerin, öz yönetimli öğrenme düzeyinin ilişkili olabileceği farklı değişkenlerin saptanması ve bu değişkenlerin mobil öğrenme tutumu ve öz yönetimle öğrenme gibi değişkenlerle karşılaştırıldığı yeni çalışmalar yapılması önerilmiştir.

References

  • Afful, D., & Boateng, J. K. (2023) Mobile learning behaviour of university students in Ghana. Cogent Social Sciences, 9(1), 1-23. DOI: 10.1080/23311886.2023.2204712
  • Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4, 36–57.
  • Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20–32. DOI: 10.1177/0273475313494010
  • Canty, D., Barth, J., Yang, Y., Peters, N., Palmer, A., Royse, A., & Royse, C. (2019). Comparison of learning outcomes for teaching focused cardiac ultrasound to physicians: A supervised human model course versus an eLearning guided self- directed simulator course. Journal of Critical Care, 49, 38-44. DOI: 10.1016/j.jcrc.2018.10.006
  • Chen, C.-M., Chen, L.-C., & Horng, W.-J. (2019). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments. Advance Online Publication. DOI: 10.1080/10494820.2019.1636091
  • Çam, E., Uysal M., Kıyıcı M., ve İşbulan O. (2019). Mobil Öğrenme Tutum Ölçeği'nin Türk kültürüne uyarlanması. Uluslararası Türk Eğitim Bilimleri Dergisi, 7(13),14-125.
  • Dehmenoğlu, C. (2015). Development of a mobile education tool for fundamentals of programming lessons. (Master’s Thesis), Graduate School of Natural And Applied Sciences, Bahçeşehir University, İstanbul.
  • Demircioğlu, Z. I., Öge, B., Fuçular, E. E., Çevik, T., Denizci-Nazlıgül, M. & Özçelik, E. (2018). Reliability, validity and Turkish adaptation of Self-Directed Learning Scale (SDLS). International Journal of Assessment Tools in Education, 5, 235-247. DOI:10.21449/ijate.401069
  • Gatewood, E. (2019). Use of simulation to increase self-directed learning for nurse practitioner students. Journal of Nursing Education, 58(2), 102–106. DOI: 10.3928/01484834-20190122-07
  • George, D. & Mallery, M. (2001). SPSS for Windows step by step: A simple guide and reference 10.0 update. (3. Baskı). Allyn and Bacon.
  • Gezgin, D. M., Adnan, M., & Acar Guvendir, M. (2018). Mobile learning according to students of computer engineering and computer education: A comparison of attitudes. Turkish Online Journal of Distance Education, 19(1), 4–17. doi: DOI: 10.17718/tojde.382653
  • Golightly, A. (2019). Do learning style preferences of preservice geography teachers matter in self-directed learning? Journal of Geography. Advance online publication. DOI: 10.1080/00221341.2018.1549267
  • Gökçearslan, S. (2017). Perspectives of students on acceptance of tablets and self-directed learning with technology. Contemporary Educational Technology, 8(1), 40–55.
  • Huang, R. T. (2022) Explore the moderating impact of learners’ anticipated emotions on mobile learning outcome: A moderated mediation model. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2022.2076717
  • Huang, W. (2019). Examining the impact of head-mounted display virtual reality on the science self-efficacy of high schoolers. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1641525
  • Kantaroğlu, T., & Akbıyık, A. (2017). Students’ attitudes towards mobile learning: Comparison of faculty of management and faculty of education. Journal of Business Science (JOBS), 5(2), 25–50. DOI: 10.22139/jobs.306735
  • Kılıç, M. (2015). The effect of mobile based android application learning on the students’ academic successes permanent learnings and motivation in the unit of atom and periodic system in the lesson of chemistry (Master’s Thesis). Graduate School of Natural and Applied Sciences, Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
  • Kranzow, J., & Hyland, N. (2016). Self-directed learning: Developing readiness in graduate students. International Journal of Self-Directed Learning, 13(2), 1–14.
  • Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners‟ readiness to use computer technology for self-directed learning. System, 1–12. DOI: 10.1016/j.system.2017.05.001
  • Li, J., Ma, F., Wang, Y., Lan, R., Zhang, Y., & Dai, X. (2019). Pre-school children’s behavioral patterns and performances in learning numerical operations with a situation-based interactive e-book. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1636085
  • Lin, H.-F. (2013). The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance. Campus-Wide Information Systems, 30(4), 249–265. doi: DOI: 10.1108/CWIS-09-2012-0031 Ma, X., Yang, Y., Wang, X., & Zang, Y. (2018). An integrative review: Developing and measuring creativity in nursing. Nurse Education Today, 62, 1–8. DOI: 10.1016/j.nedt.2017.12.011
  • Morris, T. H. (2019a). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56–66. DOI: 10.1177/1045159518814486
  • Morris, T. H. (2019b). An analysis of Rolf Arnold’s systemic-constructivist perspective on self-directed learning. In M. Rohs, M. Schiefner-Rohs, I. Schüßler, & H.-J. Müller (Eds), Educational perspectives on transformations and change processes (pp. 301–313). WBV Verlag.
  • Mou, T.-Y., Kao, C.-P., Lin, H.-H., & Yin, Z.-X. (2019). From action to slowmation: Enhancing preschoolers’ story comprehension ability and learning intention. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1635496
  • Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2019). Computational thinking and mathematics using Scratch: An experiment with sixth-grade students. Interactive Learning Environments. Advance online publication. DOI: 10.1080/10494820.2019.1612448
  • Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. The International Review of Research in Open and Distributed Learning, 16(6), 1–19. DOI: 10.19173/irrodl.v16i6.2033
  • Schofield, C. P., West, T., & Taylor, E. (2011). Going mobile in executive education: How mobile technologies are changing the executive learning landscape. Hertfordshire: Ashridge and UNICON. United Kingdom. Sırakaya, M., & Alsancak-Sırakaya, D. (2017). An examination of associate degree students’ mobile learning attitudes according to various variables. Gazi University Journal of Gazi Faculty of Education, 37(3), 1085–1114. doi: DOI: 10.17152/gefad.329512
  • Starkey, L. (2019). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education. Advance online publication. DOI: 10.1080/0305764X.2019.1625867
  • Subekti, A. S. (2021). L2 learning online: Self-directed learning and gender influence in Indonesian university students. JEES (Journal of English Educators Society), 7(1), 10-17. DOI: 10.21070/jees.v7i1.1427
  • Tohidi, S., KarimiMoonaghi, H., Shayan, A., & Ahmadinia, H. (2019). The effect of self-learning module on nursing students’ clinical competency: A pilot study. Iranian Journal of Nursing and Midwifery Research, 24(2), 91–95. DOI: 10.4103/ijnmr.IJNMR_46_17
  • Uzunboylu, H., Hürsen, Ç, Özütürk, G., & Demirok, M. (2015). Determination of Turkish university students’ attitudes for mobile integrated EFL classrooms in North Cyprus and scale development: ELLMTAS. Journal of Universal Computer Science, 21(10), 1283–1296.
  • Wagner. (2018). The self-directed learning practices of elementary teachers. International Journal of Self-Directed Learning, 15(2), 18–33.
  • Yokuş, G. (2016). Study of mobile school students’ views on mobile learning and mobile application development for educational sciences: Mobile academy (Master’s Thesis). Mersin University, Mersin.
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Instructional Technologies
Journal Section Articles
Authors

Şenel Çıtak 0000-0003-1155-1767

Emrah Akman 0000-0003-0637-919X

Publication Date October 26, 2023
Acceptance Date August 30, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Çıtak, Ş., & Akman, E. (2023). Üniversite Öğrencilerinin Mobil Öğrenme Tutumları ile Öz Yönetimli Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi. SDU International Journal of Educational Studies, 10(2), 47-55. https://doi.org/10.33710/sduijes.1342568
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

ISSN:2148-9068