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Self-Efficacy in Instructional Technology Contexts pp 57–74Cite as

Self-Efficacy and Mobile Learning Technologies: A Case Study of CourseMIRROR

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Abstract

Mobile devices and applications have reshaped daily lives of people of all ages. One outcome of these technologies is increased access to small, powerful computers, wireless communication, and unlimited access to information at any time. These technological innovations are influencing students’ learning outcomes and engagement behaviors in and out of classroom settings as well. Based on these advancements, there is a need for research studies to explore the relationship between students’ self-efficacy beliefs and their learning outcomes in the context of mobile learning technologies. In this chapter, we describe cognitive and motivational outcomes associated with a mobile technology called CourseMIRROR (Mobile In-situ Reflections and Review with Optimized Rubrics). CourseMIRROR was designed to create an interactive environment between students and faculty in college classrooms as it scaffolds students to reflect on their learning experiences while enabling instructors to efficiently monitor students’ reflections to inform instruction. Specifically, we addressed the following research questions in this chapter: (1) Do students with high academic self-efficacy beliefs generate high-quality reflections? (2) To what degree do students’ self-efficacy beliefs and reflection quality scores predict their learning outcomes?

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Authors and Affiliations

  1. School of Engineering Education, College of Engineering, Purdue University, West Lafayette, IN, USA

    Muhsin Menekse, Saira Anwar & Senay Purzer

  2. Department of Curriculum and Instruction, College of Education, Purdue University, West Lafayette, IN, USA

    Muhsin Menekse

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Correspondence to Muhsin Menekse .

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  1. Georgia Southern University, Statesboro, GA, USA

    Charles B. Hodges

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Menekse, M., Anwar, S., Purzer, S. (2018). Self-Efficacy and Mobile Learning Technologies: A Case Study of CourseMIRROR. In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_4

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