The effects of a mobile pre-learning system with surface learning approach on academic achievement and mobile learning attitude


Yabanova U., Demirkan Ö.

Educational Process: International Journal, cilt.10, sa.2, ss.42-58, 2021 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.22521/edupij.2021.102.3
  • Dergi Adı: Educational Process: International Journal
  • Derginin Tarandığı İndeksler: Scopus, Central & Eastern European Academic Source (CEEAS), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals, DIALNET
  • Sayfa Sayıları: ss.42-58
  • Anahtar Kelimeler: academic achievement, distance learning, learning approaches, mobile learning attitude, mobile pre-learning system, SOLO taxonomy., Surface learning
  • Gazi Üniversitesi Adresli: Evet

Özet

© 2021 Universitepark. All rights reserved.Background/purpose-The main purpose of this study is to examine the effects of the mobile pre-learning system developed according to the surface learning approach on academic achievement and mobile learning attitudes. Materials/methods-The research was conducted with 135 university students and a 12-week pretest posttest unequaled control group quasi-experimental research method. Prepared in line with the content of an Instructional Technologies course, 12 educational videos varying from 3 to 6 minutes, and designed according to the surface learning approach, were issued to the experimental group s students via the mobile pre-learning system 1 day prior to the relevant lesson, and the data obtained were then analyzed. Results-As a result of the research, it was determined that the mobile pre-learning system developed according to the surface learning approach had a significant effect on the participant students academic achievement and mobile learning attitudes. Conclusion-It was observed that the mobile pre-learning system developed according to the surface learning approach had a close to medium-level effect on the satisfaction and motivation factors of the participant students mobile learning attitudes. However, it was determined that it had no significant effect on the impact and usefulness factors of learning. In addition, it was concluded that the mobile pre-learning system based on the surface learning approach had a significant effect on the participant students academic achievement.