Title: A multi-dimensional self-regulated learning model in the mobile era: implementation and evaluation in a long-term and large-scale promotion program in Taiwan

Authors: Gwo-Jen Hwang; Hui-Chun Chu; Chiu-Lin Lai; Shu-Yun Chien; Pei-Ying Chen

Addresses: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No. 43, Sec. 4, Keelung Rd., Da-an Dist. Taipei City 106, Taiwan ' Department of Computer Science and Information Management, Soochow University, No. 56, Sec. 1, Kueiyang Street, Chung-cheng District, Taipei City 100, Taiwan ' Department of Education, National Taipei University of Education, No. 134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan ' Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, No. 43, Sec. 4, Keelung Rd., Da-an Dist. Taipei City 106, Taiwan ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No. 43, Sec. 4, Keelung Rd., Da-an Dist. Taipei City 106, Taiwan

Abstract: In this study, a multi-dimensional self-regulated learning (MSRL) model is proposed. The model has been applied to a long-term and large-scale promotion program in Taiwan for helping school teachers guide students to be self-regulated learners from the stages of metacognition and cognition. To evaluate the relation of the MSRL, a survey study was conducted by analysing the feedback from 1,293 high school students using partial least squares structural equation modelling. The result showed that the students' self-regulation had a solid relationship with their 5C (collaboration, communication, creativity, complex problem solving, and critical thinking) capabilities, especially a strong relationship with communication and collaboration. Furthermore, communication and collaboration are also associated with their complex problem-solving, critical thinking, and creativity. The results revealed that the MSRL model not only increased students' learning engagement but also enhanced their higher order thinking.

Keywords: self-regulation; self-regulated learning; metacognition; knowledge acquisition; knowledge application; mobile learning.

DOI: 10.1504/IJMLO.2023.131869

International Journal of Mobile Learning and Organisation, 2023 Vol.17 No.3, pp.342 - 367

Received: 01 Aug 2021
Accepted: 11 Sep 2021
Published online: 04 Jul 2023 *

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