Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education in Adult and Lifelong Learning (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Miller, Michael T.

Committee Member

Kacirek, Kit

Second Committee Member

Grover, Kenda S.

Keywords

Asynchronous learning; mobile phone; Professional development; Self-directed learning

Abstract

This study examines Arkansas early childhood practitioners' propensity for self-directed learning when using mobile phones to participate in self-paced online professional development. Further, the activity system model provides context for understanding practitioners' willingness to use technology, like smartphones, to adopt new information when interacting in online learning formats. The problem is that although we must offer professional development to ensure we have competent early childhood practitioners statewide, we are uncertain whether those practitioners have the propensity to use mobile phones to direct their online learning. The purpose of this cross-sectional regression study is to examine the relationship between early childhood practitioners' mobile phone usage and their self-directed learning while considering the moderating influence of technology readiness when participating in asynchronous online professional development. This study aims to go beyond simply looking at the effect of mobile phone use on practitioners' propensity for self-directed learning. It also examines the potential for technology readiness to moderate the relationship between these factors through a multiple linear regression analysis utilizing survey data. The study's implications regarding practitioners' self-directed online learning when using mobile phones may provide insights for professional development stakeholders who govern, develop, and implement early childhood practitioner continuing education and workforce training.

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