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The Relationship Between Mobile Learning and Academic Achievement in a Community College System Online Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Mobile Learning and Academic Achievement in a Community College System Online Environment./
作者:	Grenier, Daniel Patrick.
面頁冊數:	1 online resource (160 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355850482

The Relationship Between Mobile Learning and Academic Achievement in a Community College System Online Environment.
Grenier, Daniel Patrick.

The Relationship Between Mobile Learning and Academic Achievement in a Community College System Online Environment. - 1 online resource (160 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2018.

Includes bibliographical references

This study poses the question: Is there a relationship between student use of mobile technology in an online environment and student achievement expressed by final grades? The purpose of this study is to examine the relationship between mobile learning (m-learning) using mobile technology and academic achievement in terms of final grades in an online environment. The literature on m-learning indicates the freedom and flexibility of the m-learner constitutes a new paradigm in education. The untethered nature of m-learning means students can access course content anywhere, anytime. Studies have focused on the use of specific technologies in learning environments; this study uses a bivariate correlation method to cut across disciplines and measure the magnitude of mobile technology use as a function of degree of access to course materials while mobile. The degree of mobility and GPA were captured through an anonymous survey with analysis designed to discover the relationship between the variables. This study fills an important gap in assessing the impact of m-learning on academic achievement. Overall results did not show a significant relationship between m-learning and academic achievement. Results indicate that a larger study to include location context and quality of institutional support for mobility would better understand the impact of m-learning on academic achievement in the online environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355850482Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Mobile Learning and Academic Achievement in a Community College System Online Environment.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a This study poses the question: Is there a relationship between student use of mobile technology in an online environment and student achievement expressed by final grades? The purpose of this study is to examine the relationship between mobile learning (m-learning) using mobile technology and academic achievement in terms of final grades in an online environment. The literature on m-learning indicates the freedom and flexibility of the m-learner constitutes a new paradigm in education. The untethered nature of m-learning means students can access course content anywhere, anytime. Studies have focused on the use of specific technologies in learning environments; this study uses a bivariate correlation method to cut across disciplines and measure the magnitude of mobile technology use as a function of degree of access to course materials while mobile. The degree of mobility and GPA were captured through an anonymous survey with analysis designed to discover the relationship between the variables. This study fills an important gap in assessing the impact of m-learning on academic achievement. Overall results did not show a significant relationship between m-learning and academic achievement. Results indicate that a larger study to include location context and quality of institutional support for mobility would better understand the impact of m-learning on academic achievement in the online environment.
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