Exploring first year medical students’ use of mobile learning to support their self-regulated learning in a developing country

Nyirenda, Ishmael Kamtagwala

Title: Exploring first year medical students’ use of mobile learning to support their self-regulated learning in a developing country
Creator: Nyirenda, Ishmael Kamtagwala
Subject: Uncatalogued
Date Issued: 2024-10-11
Date: 2024-10-11
Type: Academic theses
Type: Doctoral theses
Type: text
Identifier: http://hdl.handle.net/10962/466447
Identifier: vital:76729
Identifier: DOI https://doi.org/10.21504/10962/466447
Description: In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.
Description: Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
Format: computer
Format: online resource
Format: application/pdf
Format: 1 online resource (303 pages)
Format: pdf
Publisher: Rhodes University
Publisher: Faculty of Education, Secondary and Post-School Education
Language: English
Rights: Nyirenda, Ishmael Kamtagwala
Rights: Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)

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