Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning

I Kadek Suartama,Komang Anik Sugiani,Punaji Setyosari,Muhammad Yunus,Saida Ulfa,Sulthoni Sulthoni

doi:10.3991/ijet.v16i03.14953

Abstract

This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.

Highlights

In recent years, information and communication technology that has been integrated into educational practices has produced a series of online learning trends, starting from electronic learning (e-Learning), continuing to mobile learning, and to ubiquitous learning (u-Learning)
In addition to comparisons on aspects of learning activeness and learning achievement, this study found other aspects that showed advantages and disadvantages of implementing u-Learning and e-Learning strategies
This research aims to examines the effect of ubiquitous learning strategies and selfregulated learning on learning activeness and learning achievement of student in higher education

Summary

Introduction

Information and communication technology that has been integrated into educational practices has produced a series of online learning trends, starting from electronic learning (e-Learning), continuing to mobile learning (mLearning), and to ubiquitous learning (u-Learning). Other studies have found that online learning using mobile devices keeps students busy in downloading videos, watching movies, and listening music, while others spend hours of their time to playing games or chatting on social media This leads to reduced students’ performance, academic productivity, and learning achievements [5], [6]. Hasella’s research [7] revealed that students in Indonesia use mobile devices for more than 11 hours per day and mobile devices are used for browsing and are most often used to play online games and to access various existing social media (Instagram, Path, Facebook, Twitter) They tend to have mobile devices to keep up with current trends that demand them to be active in cyberspace or social media. This causes that some of the materials explained by the teacher are no longer absorbed properly because students are not able to concentrate anymore with ongoing lessons, which can result in academic achievement, and students rarely discuss with their friends because it is more fun with his gadget

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