| Titre : | A Comparative analysis of learning, retention, learning and study strategies in the traditional and M-learning systems (2020) |
| Titre original: | Une analyse comparative des stratégies d’apprentissage, de rétention, d’apprentissage et d’étude dans les systèmes traditionnels et M-learning |
| Auteurs : | S. Ehsanpur ; Majid Reza Razavi |
| Type de document : | Article |
| Dans : | European Review of Applied Psychology (Vol. 70, n° 6, December 2020) |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Apprentissage en ligne ; Etude comparative ; Étudiants ; Pédagogie traditionnelle ; Rétention ; Stratégie d'apprentissage |
| Résumé : |
Introduction
Learning and study strategies are important issues that have attracted the attention of many researchers in recent decades. The importance of strategies is well known as a way of improving the level of learning. Objective This research aimed to compare the effect of learning via mobile devices on learning, retention, learning, and study strategies, with traditional instructional methods. Method The present study is a quasi-experimental design with a static group comparison design. The study comprised all primary education students of Taybad Branch, Islamic Azad University (N = 54) in the second semester of the academic year 2018–2019 who chose the language course. These students were considered as a research sample and divided them non-randomly into two groups (27 people as experimental and 27 people as the control group). Before the beginning of the research, a researcher-made learning pre-test questionnaire was developed for both groups in similar conditions. Then, we used the traditional method for the control group and implemented the M-Learning method for the experimental group. At the end of sixteen weeks of training, a researcher-made learning post-test and also the standard learning strategies test were performed in both groups, and after two months of learning tests; the retention test was performed for both test and control groups. Independent t-test analyzed data in Statistical Product and Service Solutions (SPSS) software. Results Findings showed that the rate of learning and retention among trainees by the M-learning method is more than the traditional method. However, in the traditional method, the motivation for progress was more than M-Learning. Conclusion Since mobile learning has a high degree of interoperability, personalization, and participation, compared to traditional learning, it allows students to learn at any time and place they wish. Language teachers and education planners with regard to the importance of learning various skills, apply e-learning in training increase personal motivation and interest in learning. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/abs/pii/S1162908820301171 |
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