Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern

Mohammed Al Masarweh

doi:10.3991/ijet.v14i05.8296

Abstract

This study assesses the use of an m-learning system by faculty members in Saudi Arabia using a new approach and methodology. Optimum use of educational technology requires consideration of requirements, obstacles and opportunities expected from user interaction with such systems and tools. While the use of m-learning in Saudi Arabia is relatively new, different research studies have investigated the use of m-learning in Saudi Arabia using different models. Most of the presented models investigated the acceptance and use from student perspectives, with little consideration of adoption by faculty members, their use of m-learning systems and their concerns (i.e. facilitators and barriers) as users. Some of the used models managed to provide significant results in relation to m-learning use, while others were found to lack a systematic and appropriate methodology. Concern Based Adoption Model (CBAM), which is widely used in the USA, Canada and (more recently) the Middle East (particularly Jordan), was used in this study to investigate m-learning adoption as an educational technology in Saudi Arabia. This framework provides tools to evaluate the use of educational technology within educational settings. This framework has not previously been used in Saudi Arabian educational research literature, and it is believed that the output will be valuable for enhancing the level of concern, adoption and use of m-learning in the future.

Highlights

IntroductionThe ongoing proliferation of mobile learning (m-learning) is becoming a trend and concern for different educational institutions and stakeholders seeking to use different approaches towards learning, reflecting changes in learner characteristics and consumer-driven trends arising from the ubiquity of smartphone technology and use; it should be noted from the outset that laptops are considered to be part of mlearning due to their functional mobility features [1], but the focus and concern in this study is Smartphone devices using the internet as a medium via 3G or 4G networks.iJET ‒ Vol 14, No 5, 2019The use of m-learning within higher educational contexts in Saudi Arabia has been researched and investigated by different research studies in relation to technology, interaction, students, faculty members, culture and content [2,4]
The third highest mean of (2.7) was related to the fact that faculty members are busy with different tasks that are not related to m-learning
The use of Concern Based Adoption Model (CBAM) framework was found to provide a systematic approach using three different tools (SoC, LoU and Innovation Configuration (IC)) that assess the use of educational technology from three different aspects

Summary

Introduction

The ongoing proliferation of mobile learning (m-learning) is becoming a trend and concern for different educational institutions and stakeholders seeking to use different approaches towards learning, reflecting changes in learner characteristics and consumer-driven trends arising from the ubiquity of smartphone technology and use; it should be noted from the outset that laptops are considered to be part of mlearning due to their functional mobility features [1], but the focus and concern in this study is Smartphone devices using the internet as a medium via 3G or 4G networks.iJET ‒ Vol 14, No 5, 2019The use of m-learning within higher educational contexts in Saudi Arabia has been researched and investigated by different research studies in relation to technology, interaction, students, faculty members, culture and content [2,4]. Different tools and methodologies have been used to investigate and evaluate the use of m-learning in Saudi Arabia based on numerous surveys and questionnaires using different indicators [2, 5]. These individual research efforts produced valuable data and insights, but methodologically there is a lack of standardization or large-scale study of m-learning adoption, and most studies are consciously targeted to very specific contexts such as particular educational institutions within certain countries in order to generate empirical data. This research justifies the use of the Concern Based Adoption Model (CBAM) as a standard

Objectives

Methods

Results

Conclusion