Adoption Of M-learning Research Articles

Exploring Major Challenges and Benefits of M-learning Adoption

Recently, E-learning tools have proven to be potential platforms for management and progress in the education sector. The usage of mobile learning (M-learning) tools in the field of Learning Management Systems (LMS) is an interesting area of research that worth to be investigated. M-learning can offer higher learning and teaching autonomy for the education sectors and individual learners alike. M-learning can support ubiquitous learning hence portraying it as a potential candidate for future distance education. Various research works have been performed in M-learning related to its design needs and application development challenges. This paper highlights the trends of traditional learning systems and establishes a relation between modern mobile technologies and current learning paradigm. It discusses the major benefits that can reflect on the education sector, whereas the major challenges are also put into consideration while adopting M-learning services. The potential economic impact of M-learning adoption is also considered while taking into account the students, staffs and the concerned organizations. Three case studies were used to achieve and complement the research objectives in exploring major challenges

Exploring Major Challenges and Benefits of M-learning Adoption

Exploring Major Challenges and Benefits of M-learning Adoption

Success factors influencing the adoption of M-learning

In today’s educational world delivering teaching and learning materials anywhere/any time has became a major focus of interest. Mobile learning is a new pedagogy/technology that breaks the limitations of classrooms and shifts educational processes from lecturer-centred to learner-centred without any limitations. As mobile learning is in its infancy, identifying success factors influencing the adoption of this pedagogy/technology is very important. The present study aims to determine the factors contributing to the adoption of M-learning. Three external variables (perceived mobility value, self-efficacy and prior use of electronic learning) were added to technology acceptance model and tested in Universiti Teknologi Malaysia. Quantitative research approach was conducted to collect required data. The sample was composed of 350 undergraduate and postgraduate students of Universiti Teknologi Malaysia who were selected by stratified sampling to answer questionnaires. Finally, the results of data analysis indicate that perceived mobility value is a more significant factor while other factors – perceived ease of use, perceived usefulness, attitude toward using, self-efficacy, prior use of e-learning – are also accepted as contributing factors for mobile learning adoption. In addition, some recommendations are given to act on these factors and to accelerate the process of M-learning adoption in higher education institutions.

An investigation of mobile learning readiness in higher education based on the theory of planned behavior

This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning. ► The theory of planned behavior was applied to explain m-learning acceptance. ► 87.2% of intention to adopt m-learning can be explained by all three factors. ► The significant factors were attitude, subjective norm and behavioral control. ► Perceived behavioral control was the stronger determinant of m-learning adoption.

M-learning adoption: A perspective from a developing country

<p>M-learning is the style of learning for the new millennium. Decreases in cost and increases in capabilities of mobile devices have made this medium attractive for the dissemination of knowledge. Mobile engineers, software developers, and educationists represent the supply side of this technology, whereas students represent the demand side. In order to further develop and improve this medium of learning it is imperative to find out students’ perceptions about m-learning adoption. To achieve this objective a survey was conducted among the students of 10 chartered universities operating in the twin cities of Rawalpindi and Islamabad in Pakistan. The results indicate that perceived usefulness, ease of use, and facilitating conditions significantly affect the students’ intention to adopt m-learning, whereas perceived playfulness is found to have less influence. Social influence is found to have a negative impact on adoption of m-learning. The findings of this study are useful in providing guidance to developers and educators for designing m-learning courses specifically in the context of developing countries.</p>

Influences of Demographic Information as Moderating Factors in Adoption of M-Learning

In today’s world, interests of mobile devices for educational processes anytime and anywhere has been on the rise. However, adoption of this new technology by students is complicated. The purpose of this study is to examine the factors that influence the adoption of M-learning by students and to propose an appropriate model for its adoption. Three external variables, namely Perceived Mobility Value, Prior Use of Electronic Learning and Self-efficacy, were incorporated into the Technology Acceptance Model and tested in Universiti Teknologi Malaysia. Quantitative research approach was used to survey 350 students. Empirical data from multiple regression analyses indicates that Perceived Usefulness, Perceived Ease of use, Perceived Mobility Value, Prior Use of Electronic Learning, Self-efficacy, and Attitude toward using, can positively affect the adoption of M-learning. Results are explored further in this study

Influences of Demographic Information as Moderating Factors in Adoption of M-Learning

In today's world, interests of mobile devices for educational processes anytime and anywhere has been on the rise. However, adoption of this new technology by students is complicated. The purpose o...

An empirical analysis of the adoption of m-learning in Malaysia

This paper empirically examines the factors affecting the adoption of Mobile learning (m-learning) in Malaysia. The six factors examined in this study are perceived ease of use, perceived usefulness, technical feasibility, cost effectiveness, quality of services and cultural aspects. Data were collected from 181 Malaysian users. The hypotheses were analysed using multiple regression analysis. The results show that perceived ease of use, perceived usefulness, quality of services and cultural aspects have significant and positive effects on the adoption of m-learning in Malaysia. Educational institutions that are planning to adopt m-learning will be formulate adoption strategies based on this study's findings.

Factors driving the adoption of m-learning: An empirical study

Even if m-learning is spreading rapidly in many regions of the world, research addressing the driving factors of m-learning adoption is in short supply. Built on the Technology Acceptance Model, this paper proposes a hypothesized model of m-learning adoption. Employing structural equation modeling technology, the model was assessed based on the data collected from 230 participants using a survey questionnaire. Results indicate that perceived near-term/long-term usefulness and personal innovativeness have significant influence on m-learning adoption intention, while perceived long-term usefulness significantly affects the perceived near-term usefulness. Personal innovativeness is a predictor of both the perceived ease of use and perceived long-term usefulness as well. Of all variables, the perceived long-term usefulness contributes to the most influential predictor of m-learning adoption. The model accounts for approximately 60.8% of the variance of behavioural intention. The results indicted that offing high-quality contents complying with students’ future targets is key to the success of m-learning in China. Both theoretical and practical implications are discussed.

Mobile learning: the economics perspective

This paper aims to examine the readiness of m-learning and innovation in Malaysia. Students using the online environment in various courses at six universities in Malaysia were surveyed. Results showed that students' behaviour, technology or system, and interactive application were the factors influencing the readiness of the m-learning adoption. Execution of mobile education is possible, subject to several restrictions, i.e., the richness of download speed, the efficiency of the application load, the flexibility of application be viewable on a variety of device, the reliability of the content be displayed, and interactivity among users via the devices. Most learners prefer online learning, but online learning does not outperform traditional face-to-face classroom learners. However, most learners are willing to try out m-learning. An exploration on m-learning concept and design, tools, challenges, and the impact analysis on m-learning application should be made public to draw more deployment.

Mobile learning as a mobile business application

The predominant mode of electronic learning today is 'online' (web-based). This type of learning relies on student access to personal computers - both on and off campus. Mobile technologies offer other educational alternatives. This article defines mobile learning (mLearning) as a new paradigm of flexible learning and describes scenarios for blended learning, which integrates the mobile and the online learning environments. A research model for the study of mLearning adoption is proposed, and hypotheses are derived that allow the study of mLearning adoption from a pedagogical and from a business perspective and can be applied to a variety of learning scenarios.