Abstract
The purpose of this research is to investigate factors affecting Indonesian pre-service teachers’ (PSTs) teachers’ use of m-learning management systems (m-LMS) in higher education. The difference regarding the use of m-LMS based on some demographic information namely gender, university, year in university, and age are also reported as well as gaining an in-depth understanding of the use of m-LMS in Indonesian universities. To achieve this, two approaches, quantitative and qualitative, were applied. First, we developed and distributed a survey instrument to 210 students teachers based on the technology acceptance model (TAM). In addition, we interviewed 7 of the PSTs to obtain an in-depth understanding of the use of m-learning in their learning. Some statistical calculations were presented such as mean, standard deviation, Cronbach’s alpha, t-test, and ANOVA. Findings suggest that PSTs’ use m-LMS are related to their Perceived usefulness and perceived ease of use, Subjective norm and attitudes Self-efficacy and supporting condition. From these results, we recommend that teacher educators should target these factors within teacher development programs to prepare PSTs for successful use of m-LMS.
Highlights
M-learning is a trend in educational technology enabling a rapid change in learning because of the fast development of mobile technologies [1]
The results indicate that the pre-service teachers’ (PSTs)’ use of mobile devices including the m-learning system (m-LMS) technologies in history education is affected by perceived usefulness, perceived ease of use, subjective norm, attitudes, supporting condition, and self-efficacy
The findings recommend that teacher education programs should always provide encouragement to make these factors promoted to better prepare PSTs in learning using m-LMS technologies and use the m-LMS for their future careers as future teachers
Summary
M-learning is a trend in educational technology enabling a rapid change in learning because of the fast development of mobile technologies [1]. M-learning is defined as a new kind of learning that is encouraged by mobile devices that include the current technology of communication and data sharing [2]. As m-learning evolves, the establishment of applications that can be integrated with mobile devices including the m-learning system (m-LMS) is widely-used [3]. The m-LMS are defined as a way of m-learning tools providing faculty and student an online platform to courses regardless of time and location. Even though m-LMS facilitate tools for PSTs to link with their mobile devices for learning, limited studies were conducted regarding factors affecting the use of m-LMS, especially in developing countries
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