Abstract
Prior to embarking on mobile learning, it is critical for learning institutions to research the area of finding the right ingredient for the right learners by firstly seeking whether they are ready to adapt to the mobility of learning. Adding a Malaysian perspective, the purpose of this paper was to present a quantitative study on university students’ readiness for the integration of mobile technologies in education system within their learning institutions. The study was carried out in 11 public universities in Malaysia, whereby 55 questionnaires were randomly distributed to students in each campus. Out of a total of 605 questionnaires distributed, 551 were returned. Overall, the descriptive results were relatively neutral and thus, indicating that they were moderately ready for the educational use of mobile technology. Furthermore, some were quite concerned on cost issue. Despite this, respondents were somewhat agree that they are interested to know more about mobile learning. As a result of the data analysis, some important issues emerged which give rise to the importance of assessing students’ readiness for a successful implementation of mobile learning. These findings may function as anchor-points for further research should mobile learning is to be employed widely in Malaysian higher education setting.
Highlights
The twentieth century witnessed a drastic penetration of technology in education system throughout the world
The analyses indicated that there were no significant relationships between respondents’ mobile learning readiness and their demographic factors
It was revealed in this study that, an overwhelming majority of students in Malaysian public universities were still moderately ready for mobile learning
Summary
The twentieth century witnessed a drastic penetration of technology in education system throughout the world. Mobile technology is one of the technology advances that are considered to be one of a new paradigm of higher education nowadays This utilization of mobile devices in education is mostly referred as mobile learning [4]. It was reported that the youth mobile subscribers account for more than 30% of total mobile subscribers in Malaysia [8] In line with this potential of mobile devices in education, much research has been carried out to evaluate the effectiveness of mobile technology integration with pedagogy. Several scholarly research has reported that mobile learning helps to improve communication and enrich students’ learning experiences [9], provides better learning access for distance learners [10] and impacts learners motivation, collaboration, information sharing, mobility and interactivity [11]. A successful mobile learning implementation does not come without challenges
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