Instructor Acceptance of Mobile Learning in Saudi Arabia: A Case Study of Hail University

O Alharbi,A Masmali,N Alreshidi,H Alotebi

doi:10.5539/ijbm.v12n5p27

Abstract

Mobile technology has influenced almost every aspect of our modern lives. The enhancement of learning in Saudi Arabia, as well as significant development in education overall, may be possible through mobile learning. However, the successful implementation of mobile learning in tertiary education profoundly relies on the acceptance of mobile learning from both students and instructors. Most mobile learning acceptance studies target higher education students. Therefore, this study aimed at examining the factors that affect university instructors’ intentions to use mobile learning at Hail University. Eighty instructors completed the online survey, and the results indicated that performance experience, effort expectancy, social influence, and facilitating conditions altogether predicted the instructors’ use of mobile learning, as 67% of the variation was found to be affected by these variables in the multiple regression analysis outcome. The results also suggested that effort expectancy is the best predictor of instructors’ behavioural intentions to use mobile learning.

Highlights

The mobile learning and teaching environment is amongst the largest technologically and can be found within the scope of a growing understanding of this sector over the last ten years
The analysis shows the unstandardised regression coefficients (B) which can be used to predict behavioural intention for a participant, the standardised regression coefficient (β), which determines the relative importance of the four predictors: performance experience (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC)
The findings of this study revealed that PE and EE were significant predictors of Saudi instructors’ behavioural intention to use mobile learning at higher education whereas SI and FC were not significant predictors of instructors’ behavioural intention to use mobile learning

Summary

Introduction

The mobile learning and teaching environment is amongst the largest technologically and can be found within the scope of a growing understanding of this sector over the last ten years. Alongside the rise in access to information, online learning has improved enormously, resulting in advancement in both the research and design of accessible mobile learning applications. It is possible to argue that a mobile learning type could be described as a holistic tool providing tutoring for the contemporary market while looking to the future. This research strives to fundamentally define what ‘learning’ means, and measures the levels of acceptance by students studying in Saudi universities. The education policies in Saudi Arabia are driven by government policy that depends on Islamic cultural belief and regulation (MOE, 2016). It is plausible to argue that strengthening mobile learning provision, in particular for tertiary education, would be a good idea where nearly three quarters of mobile users access smart phone devices (eMarketer, 2015)

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