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.
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
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.
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.
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