Abstract
The use of mobile technologies has grown tremendously over the past several years and will presumably continue to do so. The use of mobile devices in the classroom is growing but there is little evidence supporting the efficacy of this practice. Therefore, the use of handheld devices fostering SRL processes is proposed in this study. The arguments hold that the efficacy of mobile learning can be augmented if SRL processes such as agency, motivation, and metacognition are taken into account. After reviewing self-regulated learning theory components, an experiment is proposed in order to test the effectiveness of homework delivered by SMS messages with SRL support in mobile learning environments.
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