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Full-Text Articles in Education
Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo
Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo
STEMPS Faculty Publications
The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers …
Development Of The Smartphone And Learning Inventory: Measuring Self-Regulated Use, Kendall Hartley, Lisa D. Bendixen, Lori Olafson, Dan Gianoutsos, Emily Shreve
Development Of The Smartphone And Learning Inventory: Measuring Self-Regulated Use, Kendall Hartley, Lisa D. Bendixen, Lori Olafson, Dan Gianoutsos, Emily Shreve
Teaching and Learning Faculty Research
Smartphone use in learning environments can be productive or distracting depending upon the type of use. The use is also impacted by the learner’s view and understanding of the smartphone and self-regulated learning skills. Measures are needed to specify uses and learner understandings to address the implications for teaching and learning. This study reports on the development of a multi-factor inventory designed to measure multitasking while studying, avoiding distractions while studying, mindful phone use, and phone knowledge. The inventory was completed by 514 undergraduate students enrolled in a first-year seminar. The results indicate good reliability and a three-factor structure with …
A Predictor For Ple Management: Impacts Of Self-Regulated Online Learning On Student's Learning Skills, Cherng-Jyh Yen, Chih-Hsiung Tu, Laura Sujo-Montes, Karen Sealander
A Predictor For Ple Management: Impacts Of Self-Regulated Online Learning On Student's Learning Skills, Cherng-Jyh Yen, Chih-Hsiung Tu, Laura Sujo-Montes, Karen Sealander
Educational Leadership & Workforce Development Faculty Publications
Web 2.0 integration requires a high level of learner-centered skills to create a personal learning environment (PLE). The pedagogical capability of Web 2.0 could support and promote self-regulated learning (SRL) by enabling the constructions of PLEs. This study investigated how will each of the six aspects of self-regulated online learning (i.e., environment structuring, goal setting, time management, task strategies, help seeking, & self-evaluation) respectively predict the level of initiative, the sense of control, and the level of self-reflection in personal learning environment (PLE) management. The study concluded that all six aspects of SRL could predict three types of PLE management …
Examining Mobile Technology In Higher Education: Handheld Devices In And Out Of The Classroom, Julie Mueller, Eileen Wood, Domenica De Pasquale, Ruth Cruikshank
Examining Mobile Technology In Higher Education: Handheld Devices In And Out Of The Classroom, Julie Mueller, Eileen Wood, Domenica De Pasquale, Ruth Cruikshank
Education Faculty Publications
This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside …