Mobile Studio Pedagogy Part 2: Self-Regulated Learning and Blended Technology Instruction

This paper presents findings from a series of experiments underway in an electronics class for engineering students in which several approaches are currently being implemented to promote self-regulated learning using mobile studio pedagogy. An overview of the project is provided, followed by the presentation of students' self-reported data collected on learning outcomes. Data indicate of the four approaches to learning used, students who used a deep learning approach (overall and autonomously) had greater gains in course content and content specific outcomes. Students who participated in the deep learning-all modalities group (which included autonomous and peer practice in class, lab, and via homework) had the greatest gains in general learning and transfer skills. Deep learning that included only peer collaboration did not appear to be any more successful than traditional surface learning.