The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences

Hamid Reza Koohestani,Fazlollah Ahmadi,Seyed Kamran Soltani Arabshahi

doi:10.17583/qre.2018.3341

Abstract

Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.

Highlights

The results showed that perceived attraction as an intrinsic motivation factor played a very important role in mobile learning acceptance
The three categories found in the study placed the students in a dilemma of using or not using mobile learning
Mobile learning is new phenomenon and the theoretical basis are not completely developed (Khaddage & Knezek, 2013).The results indicated that healthcare professional students had the basis and positive intention for mobile learning; still, notable factors and barriers influenced their use of mobile learning

Summary

Methods

A qualitative study was carried out based on content analysis. A qualitative content analysis mostly concentrates on theme and context and puts emphasis on the similarities and differences of codes and classes (Graneheim & Lundman, 2004). Purposive sampling was used to identify and choose information rich cases. The selected participants were invited to identify other information-rich students who might participate in the study (snowball technique). Sampling was continued until data saturation so that the authors were sure no new information could be found (Corbin & Strauss, 2008). The interviews were arranged with the students beforehand to ensure convenience of participation. To glean rich and diverse information, the widest group of participants in terms of gender, discipline, and semester was selected. Inclusion criteria was a minimum of six months experience of study in the university and reluctance to participant was the exclusion criteria

Results

Discussion

Conclusion