An assessment of students’ perception and self-efficacy towards mobile learning: A case of University of Zululand

Israel Odede

doi:10.4102/sajim.v23i1.1268

Abstract

Background: Mobile learning (m-learning) has been recognised as an essential educational technology component in higher education. The use of mobile devices and the prospect to learn irrespective of time and place make mobile learning an important tool for students. Many studies have been conducted because of the importance of m-learning in advancing teaching and learning but few published scholarly studies have focused on perception and mobile self-efficacy. Objectives: The study’s objective is to assess students’ perception and self-efficacy towards mobile learning at the University of Zululand. Method: The study adopted a descriptive survey method and a stratified random sampling technique was used to select 200 undergraduate students from the four faculties for the study. Data were collected using questionnaire. Statistical tools such as frequency count and simple percentage were employed in analysing the collected data. Results: WhatsApp, Facebook and YouTube are the top three social media applications mostly used by the students. Results showed that the students have positive perceptions towards m-learning and possess the confidence needed in using m-learning solutions. Conclusion: Perception and mobile self-efficacy towards m-learning technology are important factors that help in determining whether or not students are ready to use m-learning. Hence, this study focuses on investigating the perception and self-efficacy of undergraduate students at the University of Zululand towards m-learning. Therefore, the study concludes that the University management fully integrates m-learning solutions to its academic programmes to enhance the quality of teaching and learning.

Highlights

Mobile learning popularly known as m-learning has become a new educational paradigm that is popular in recent years especially at institutions of higher learning
A vast majority of the students are between the ages of 18 and 22, which is significant to this study as the largest demographic of mobile device users are 18–29 years old, which is the typical age of college or university attendees (Cromptona & Burkeb 2018)
Before thinking of designing and implementing m-learning system, it is important to assess the perception and self-efficacy of future users regarding m-learning because its perception and self-efficacy influence their willingness and readiness to use the system

Summary

Introduction

Mobile learning popularly known as m-learning has become a new educational paradigm that is popular in recent years especially at institutions of higher learning. It is said to increase students’ motivations and achievement (Hwang & Chang 2011; Liaw, Hatala & Huang 2010). It allows ‘learners to have access to learning contents such as learning materials and conduct personalised curriculum sequencing according to their learning needs’ (Hwang & Chang 2011). The use of mobile devices and the prospect to learn irrespective of time and place make mobile learning an important tool for students. Many studies have been conducted because of the importance of m-learning in advancing teaching and learning but few published scholarly studies have focused on perception and mobile self-efficacy

Objectives

Results

Conclusion