Abstract
Although mobile devices are ubiquitous on university campuses, teacher-readiness for mobile learning has yet to be fully explored in the non-western nations. This study shows that two main factors affect the adoption and use of m-learning among female teachers within a university in Saudi Arabia—resistance to change and perceived social culture. These determinants of the current use and intention to use of m-learning were revealed through the analysis of an online questionnaire completed by 165 female faculty members. This study reveals several important issues for m-learning research and practice. The results further extend the body of knowledge in the field of m-learning, with the findings revealing that resistance to change and perceived social culture are significant determinants of the current use of and the intention to use m-learning.
Highlights
Over the last decade, mobile learning (m-learning) has undergone rapid developments, and this has had a significant impact on the higher education (HE) sector [1]
The primary purpose of this study was to investigate the influence of resistance to change and perceived social culture in MELO
Based on the UTAUT and prior studies, this study proposed an extended UTAUT to explore the factors affecting users’ acceptance of m-learning by adding two constructs to the model: resistance to change and perceived social culture
Summary
Mobile learning (m-learning) has undergone rapid developments, and this has had a significant impact on the higher education (HE) sector [1] These developments have led to the need to re-imagine and reconceptualize the role of teachers in the learning process, and to understand the impact of using m-learning in order to support student learning. The extant literature on mlearning provides evidence that supports the effectiveness of mobile technology in learning and teaching [2], and this success is grounded in extending learning and teaching beyond the traditional teacher-led classroom; expanding the accessibility of learning opportunities; providing flexible learning materials that can be used at any time and place; generating new methods of technology-enhanced learning; allowing new modes of teaching; and encouraging students’ active participation in their learning [3] [2] [4]. The primary purpose of this paper is to examine faculty perceptions about using m-learning in a blended-learning scenario, and in particular those relating to perceived social culture and technology
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
