Location
260-092, Owen G. Glenn Building
Start Date
12-15-2014
Description
Can lessons from IS research be applied on a small scale in rural environments to help a country develop? Students in rural schools in Belize often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access educational resources similar to urban students. How best to utilize these resources to improve students’ learning outcomes remains to be solved. This article first describes and compares a theory originating in the developed world (self-regulated learning) with one originating in the developing world (minimally invasive education). Second, it presents a framework combining constructs from both theories. Finally, it focuses on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation and compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design.
Recommended Citation
Ryan, Kieran and Cha, Kyung, "Self-Regulation, Mediators, and E-Learning: A Field Experiment in Rural Belize" (2014). ICIS 2014 Proceedings. 13.
https://aisel.aisnet.org/icis2014/proceedings/ConferenceTheme/13
Self-Regulation, Mediators, and E-Learning: A Field Experiment in Rural Belize
260-092, Owen G. Glenn Building
Can lessons from IS research be applied on a small scale in rural environments to help a country develop? Students in rural schools in Belize often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access educational resources similar to urban students. How best to utilize these resources to improve students’ learning outcomes remains to be solved. This article first describes and compares a theory originating in the developed world (self-regulated learning) with one originating in the developing world (minimally invasive education). Second, it presents a framework combining constructs from both theories. Finally, it focuses on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation and compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design.