Abstract
There are few empirical studies that directly investigate the relationships between mobile device usage and four constructs (student-student dialogue, student-instructor dialogue, self-regulation, and learning outcomes) in university online education. Structural equation modeling is applied to examine the effects of mobile device usage on students' perceived learning outcomes. A total of 350 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest USA were used to examine the structural model. The results of this study showed that mobile device usage affect student-instructor dialogue positively and facilitate the self-regulation process, which in turn positively affect the learning outcomes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
