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

Abstract

This research examines the effect of ubiquitous learning strategies using various self-regulated learnings on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-posttests with non-equivalent control group design is used as the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is a learning activeness questionnaire developed by the researcher referring to the theory of learning activeness by Sardiman, whereas objective test is 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 were significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there were significant differences in learning activeness and learning achievement between students when integrated with high self-regulated learning and low self-regulated learning; (3) there was an interaction between ubiquitous learning and electronic learning strategies integrated with self-regulated learning on learning activeness and learning achievement of students.