Date of Award

8-25-2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Dr. Mike Vetter

Second Advisor

Dr. Grant Smith

Third Advisor

Dr. Tony Piña

Abstract

This study aims to understand the possible impact of mobile learning on engagement and student success in the online environment. The research questions ask what impacts mobile learning has on student engagement, measured with Self-Regulated Learning (SRL); what impact mobile learning has on the SRL constructs of environment structuring, task management, and time management; and what associations mobile learning might have with student success and persistence. One hundred sixty-two undergraduate online students participated in the study through the survey instrument, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ). ANOVA results showed that lower levels of mobile learning use engaged in SRL less when compared to the highest level of mobile learning use (HSD = -4.581, p = .001, d =.719). The lowest level of mobile learning used the SRL construct of task management less than the highest level (HSD = -2.624, p=.000, d =.796), as did the moderate level of mobile use (HSD = -1.681, p = .040, d =.494). Additionally, the lowest level of mobile learning used the SRL time management construct less than the highest group of mobile learning use (HSD = -1.293, p = .026, d =.505). Crosstabs analysis indicated no association between levels of mobile learning and measures of student success. These findings have implications for the development of online pedagogy, mobile learning theory, online course design, and student support initiatives.

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