Abstract
This Study Aimed to Identify Factors Influencing the Use of Mobile Learning in Instructional in Jordanian Universities from the Point of View of Experts and Students. The Study Followed the Qualitative Curriculum as Required by the Nature of the Study, the Number of Study Members (19) Faculty Members and (25) Students of Bachelor's and Graduate Students from Public and Private Universities for the Academic Year (2019-2018), the Interview Questions were Built to Reveal Obstacles Faced by Jordanian Universities in the Use of Mobile learning in Instructional. The Results of the Study Revealed that the Opening of a Wide Area of Interaction, Participation, Opinion, Feedback, and Faculty Factor in Terms of Directions, and Training Received the Highest Percentage of Factors Influencing the Use of Mobile Learning from the Point of View of Experts, as it Turns out that the Containment of Mobile Learning Devices For a Clear Learning System, the Educational Services Provided such as Content Delivery, Message Sharing, Ideas and Tasks have the Highest Percentage of Factors Influencing the Use of Mobile Learning from the Student's Point of View. The Study also Concluded with the Following Recommendation: to Introduce the Factors Influencing the Use of Mobile Learning in Instructional in Jordanian Universities and to Study them well, to Take into Account them When Using Mobile Learning in Universities. Key Words : Factors Influencing, Mobile Learning, Experts, Jordanian Universities. DOI : 10.7176/JEP/11-16-15 Publication date : June 30th 2020
Highlights
Almaiah and Alismaiel (2019) Conducted A Study Aimed to Integrate the TAM Model with the Delone and Mclean Models to Examine Quality Factors and Individual Beliefs Leading to Enhanced Mobile Learning; The Study Sample Included (400) Students Distributed at Five Universities in Jordan; to Achieve The Aimed of the Study, A Five-Year-Old Leckert-Based Questionnaire Was Used; The Results Indicated that Quality Factors (System Quality, Information Quality, Service Quality) Have an Impact on Students' Determination to Use Mobile Learning; The Results Indicated the Perceived Benefit, Comfort and the Willingness to Use an Impact on the Actual Use of Mobile Learning
The Specifications of the Faculty Interviewed Varied in Terms of Teaching Experience, Gender, Number of Computer Courses Received by the Faculty Member, Materials He Studied Through Mobile Learning, The Date and Time of the Interview
The Qualitative Data Extracted from the Responses Were Analysed. the Results of the Faculty Interviews Indicated Factors Influencing Use of Mobile Learning in Instructional at Jordanian Universities and are Described in Table (2) and Arranged According to the Frequency of their Inclusion in Faculty Interviews
Summary
The Use of Mobile Learning Devices in the Educational Process is Justified by the Most Important of which is to Overcome Some of the Problems Experienced by Regular Education, Such as those Who Want to Complete their Education and Cannot Attend Regularly due to Barriers (Geography, Age, Etc.); Anywhere and any Time; Face-to-Face, Facilitates the Presentation Process and Develops Students' Abilities in Performing Activities and Accessing Various Scientific Resources (Ramzi, 2016). Higher Education Institutions are Interested in Understanding and Interpreting Educational Materials by Taking Advantage of Mobile Learning Devices with the Ability to Design Models that Serve the Learning Process. Presented at this Conference Focuses on the Production of Educational Materials with Mobile Learning (El-Hussein And Cronje, 2010)
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