The influence of mobile learning experience on college students’ online learning readiness

Li, Shang

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https://hdl.handle.net/2142/124534 Copy

Description

Title

The influence of mobile learning experience on college students’ online learning readiness

Author(s)

Li, Shang

Issue Date

2024-04-17

Director of Research (if dissertation) or Advisor (if thesis)

Huang, Wenhao David

Doctoral Committee Chair(s)

Huang, Wenhao David

Committee Member(s)

• Hood, Denice Ward
• Kang, Hyun-Sook
• Oh, Eunjung Grace

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Mobile Learning Experience
• Online Learning Readiness
• Computer & Internet Self-efficacy
• Online Communication Self-efficacy
• Motivation For Learning
• Self-directed Learning

Language

eng

Abstract

Under the influence of COVID-19 pandemic appearing in the first quarter of 2020, the courses of educational institutions in America were transited to deliver online with recordings and live sessions, which may negatively impact students’ learning motivation and academic performance. The change is transformative, and the drawbacks of this sudden change decreased learners’ engagement and interaction. It is also unlikely to return to the previous instructional approach before the pandemic, especially the investment on digital technologies for enhancing learning. Prior studies examined that the level of students’ learning readiness is quite essential to gain maximum benefit from the virtual mode of learning. Since various Information & Communication Technology (ICT) such as a computer, laptop, and smartphone play a key role in online learning, this study focuses on the effect of mobile learning on learners’ online learning experience. This study is guided by two research questions: To what extent does mobile learning experience influence college students’ online learning readiness (computer & internet self-efficacy, online communication self-efficacy, motivation for learning, self-directed learning)? In what ways does mobile learning experience influence college students’ online learning readiness levels (computer & internet self-efficacy, online communication self-efficacy, motivation for learning, self-directed learning)? Using mixed methods research design, data was collected from 73 survey respondents and 11 interview participants from the College of Liberal Arts of Science at the University of Illinois at Urbana Champaign in Spring 2024. Using a two-tailed t-test, the quantitative data was analyzed to answer the first research question. Qualitative data was analyzed with directed qualitative content analysis to answer the second research question. The results suggested that mobile learning experience positively influenced college students’ computer & internet self-efficacy, online communication self-efficacy, motivation for learning, and self-directed learning factors of online learning readiness. The qualitative analysis identified critical themes, including getting acquainted with learning technologies, access to related technologies/resources, awareness development, app features, motivation for searching in- formation, learning environment, and limit on access, which explained the quantitative analysis results. This study contributes to this body of research with the OLR model and reveals the relationship between mobile learning applications and college students’ online learning readiness. This study also investigates how mobile learning experience impacts college students’ OLR through interviews, which could provide instructors and higher educational institutions with valuable suggestions on instructional design of eLearning. This study advances the concept of OLR and its application to support online learning, which could be valuable in HRD scholarship. It contributes to the discourse on the vital role of mobile learning in enhancing college students’ online learning involvement, thereby enriching HRD practices in online learning. Moreover, the findings advocate for mobile learning as a strategy for HRD professionals to create stimulating and supportive learning environments, representing a novel responsibility for HRD researchers and practitioners in the post-COVID-19 era. Besides higher education, the implementation of mobile learning could be utilized in many other learning environments, including workplace environments, and adult informal learning.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124534

Copyright and License Information

Copyright 2024 Shang Li

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