A classroom action research on how mobile learning enables the co-creation of new knowledge in regulated collaborative learning

Abstract

Mobiles as a learning tool enriches mobile computer supported collaborative learning (mCSCL). Engaging in metacognitive interaction enables students to exercise greater regulatory learning and this can influence learning outcomes. However, despite insightful empirical studies, there is no research into the actual processes of new knowledge formation. This leads to the question of how mobile learning (ML) experiences co-create new knowledge. A pilot study and two classroom action research were carried out in this qualitative research. Analyzing the mobile messages using conversation analysis, the study shows that self-regulated learning (SRL) in mCSCL is non-linear as indicated by existing theory. The findings show that learners find ways to SRL activities in socially stimulated learning environment. Through knowledge sharing, students seek new insights into the learning instead of mere transfer of existing content. The Strategic Co-creation of New Knowledge in mCSCL Model has been developed providing innovative ways to approach ML. The findings comprise of improved descriptive models in cross-boundary learning. The research is significant as emerging elements encourage instructors to rethink and design better ML activities to optimise learning. Three recommendations are made and if implemented will enable learning facilitators achieve enhanced learning outcomes, engage learners better and improve learning experiences.