Abstract
Research indicates that mobile learning (ML), has the potential to transform teaching and learning. Despite its benefits, mobile learning adoption is a challenging process which requires support to facilitate its integration. The focus of this article is to investigate the factors that could affect ML acceptance. The quantitative and qualitative data collected from the surveys revealed additional information regarding the pedagogical benefits of and obstacles to mobile learning integration. Even though participants in this study reported to be late adopters of technology, they maintained that ML is useful for learning, specifically ubiquitous learning. Teachers also noted that mobile learning integration is more successful when aligned with local cultural norms. Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another. Findings of this study provide several implications and recommendations for future research on mobile learning implementation. Further research could explore the development and utilization of a rubric with specific criteria for evaluating mobile learning applictations.<strong> � </strong>
Highlights
Mobile technologies possess educational potential for today’s generation much like television did 45 years ago
The current study focuses on faculty in the Academic Bridge Program (ABP) and their experience with the iPad Initiative
This study aims to look closely at mobile learning adoption in public higher education in the context of the United Arab Emirates (UAE) through the collection and analysis of primary data to answer three main guiding questions
Summary
Mobile technologies possess educational potential for today’s generation much like television did 45 years ago. They can encourage ubiquitous learning allowing students to access and process information regardless of time or place. Mobile technologies have the ability to support collaboration and communication and individualized learning based on personal needs (Bradley & Holley, 2011; Ranieri & Pachler, 2014). Even though ML has signifant potential when used as an educational tool, the literature on Mobile Learning (ML) is dynamic and at times chaotic. Mobile learning enables users to “access, and experiment with, multimedia and other electronic content for subject-matter instruction, both in and outside the traditional classroom setting” Mobile learning enables users to “access, and experiment with, multimedia and other electronic content for subject-matter instruction, both in and outside the traditional classroom setting” (Wagner et al, 2014, p. 120). Traxler (2009) states that mobile devices include iJIM ‒ Vol 13, No 11, 2019
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