Abstract
Due to the proliferation of mobile technology and devices like smartphones and tablet PCs into our daily lives, m-learning attracts also more attention in professional training in enterprises. Derived from these statements, this research paper is focused on the following question: what are acceptance factors for m-learning (mobile learning) in the organizational setting? The paper analyzes a real experience in m-learning for training the banking personnel in an international banking institution in Turkey. For this purpose, a mobile virtual learning environment called as mFOR@ was developed and implemented, which was designed to support the training and development process for employees using Pocket PCs. The participants of the training activity (13 professionals) evaluated the m-learning experience via a semi-structured interview; all the content and interactions within mFOR@ were analyzed via content analysis. As a basis for a successful implementation in professional training in enterprises, the acceptance by decision makers and the learners is critical. That is the reason why I present a qualitative analysis of acceptance and the perceived value of m-learning in a corporate setting.
Highlights
Nowadays, many possibilities exist in terms of the enhancement and redesign in organizational and training context processes due to the growing development and diffusion of mobile technologies
Due to the proliferation of mobile technology and devices like smartphones and tablet PCs into our daily lives, mlearning attracts more attention in professional training in enterprises. Derived from these statements, this research paper is focused on the following question: what are acceptance factors for m-learning in the organizational setting? The paper analyzes a real experience in m-learning for training the banking personnel in an international banking institution in Turkey
As this literature review shows a lack of information can be found and shown in qualitative research dealing with acceptance, chances, and problems in the field of m-learning for professional training in enterprises
Summary
Many possibilities exist in terms of the enhancement and redesign in organizational and training context processes due to the growing development and diffusion of mobile technologies. Mobility represents a constant in the lives of many workers in the most diverse fields of work (Kristoffersen and Ljungberg, 2000) These technologies contribute to teaching and learning processes not being limited to classroom environments, learning can be accomplished in various settings and with flexible hours, allowing mobile professionals to stay where they need to be: whether it be in the field or about handling customers, providing services, doing business or developing projects. While process before implementing m-learning as professional training in enterprises, the first step has to be a look at the acceptance at the individual level with a focus on decisionmakers and learners. This gap should be filled a little more in the following qualitative research study
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