scholarly journals An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Mohamed Sarrab ◽  
Ibtisam Al Shibli ◽  
Nabeela Badursha
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Driving Factors ◽  
Just In Time ◽  
Short Supply ◽  
Acceptance Model

<p class="2">Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman.</p>

scholarly journals Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

2019 ◽  
Vol 14 (03) ◽  
pp. 4 ◽  
Author(s):  
Sami Saeed Binyamin ◽  
Malcolm Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Content Quality ◽  
Instructional Assessment ◽  
E Learning ◽  
Acceptance Model

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

scholarly journals Rubrics on the Fly: Improving Efficiency and Consistency with a Rapid Grading and Feedback System

2015 ◽  
Vol 4 (2) ◽  
pp. 6-29 ◽  
Author(s):  
Adam C. Moyer ◽  
William A. Young II ◽  
Gary R. Weckman ◽  
Clarence (Red) Martin ◽  
Ken Cutright
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Feedback System ◽  
The United States ◽  
Ease Of Use ◽  
Management Systems ◽  
Midwestern University ◽  
Survey Results ◽  
Acceptance Model

Many learning management systems (LMS) used in higher education provide customizable rubrics that aid in the process of grading and providing feedback for many forms of assessments commonly used by educators today. Rapid Grade is a grading and feedback feature built into a non-commercialized LMS developed by a large, public, Midwestern university in the United States. In this research, Rapid Grade was compared to a grading and feedback system found in one of the most utilized LMS found in higher education. It should be noted that the name of this particular LMS is not named. Using the Technology Acceptance Model to validate that Rapid Grade empirically improves upon existing methods, survey results indicate that Rapid Grade is a significant improvement in terms of ease of use and usefulness when grading and providing feedback for a given assessment. The Rapid Grade framework as well as the specific results of the TAM is presented.

scholarly journals The perceived time value importance for enrolment in online masters courses: an extension of the Technology Acceptance Model

2020 ◽  
pp. 475-494
Author(s):  
Mohammad Reza Mazandarani ◽  
Marcelo Royo-Vela
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Ease Of Use ◽  
Higher Education System ◽  
Time Value ◽  
Perceived Utility ◽  
Acceptance Model ◽  
The Impact

Purpose. The main objective of this research is to obtain a better understanding of the impact of perceived time value on the intention of pursuing an online Master’s degree for its applicants. For this reason, perceived time value is added to the Technology Acceptance Model. Design/methodology/approach. Data are collected from a purposive sample of 147 individuals, who were interested to continue their higher education. Both, online and personal surveys are used to collect data. Achieved data are analysed by structural equation modelling. Findings. The results show that the perceived time value is significantly related to the ease of use and perceived utility, which in turn, show a significant effect on the attitude towards enrolment. Also the attitude towards enrolment is positively and significantly related to the Behavioural Intention towards studying an online Master (BIS). On the other hand, the perceived utility does not show a significant relationship with BIS. Research limitations/implications. This paper only examines the perceived time value before attending an online Masters. This perception may change after starting such courses. Additionally, there might be more factors influencing their intention toward a particular higher education system that is not mentioned in this article. Practical implications. This research can help the designers of these courses to understand the perception of the value of the time of the applicants before starting an online Master and thus, help them to plan their future marketing strategies more successfully. Originality/value. This article demonstrates the effect of the motivating factors of the applicants for enrolment in an online Master by analyzing the importance of managing and saving time, resulting in more free time.

Are We There Yet?

2016 ◽  
Vol 8 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Stephen Asunka
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Tablet Pc ◽  
Tablet Pcs ◽  
Acceptance Model

This study used aspects of the classical Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer (tablet PC) for mobile learning in a Ghanaian higher education institution. Following a distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors' intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of tablet PCs for mobile learning within the Ghanaian higher education context in particular and the developing world in general.

scholarly journals Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

2021 ◽  
Vol 13 (14) ◽  
pp. 7893
Author(s):  
Ali Mugahed Al-Rahmi ◽  
Waleed Mugahed Al-Rahmi ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh ◽  
Sultan Almutairy ◽  
...  
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Behavioral Intentions ◽  
Intention To Use ◽  
Actual Use ◽  
Students Attitudes ◽  
Acceptance Model ◽  
Educational Sustainability

Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

scholarly journals Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Chi-Fang Yan ◽  
Ju-Shih Tseng
Keyword(s):  
College Students ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Positive Effect

<span>Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its explanatory power were analysed and antecedent factors that affected acceptance of English mobile learning were also examined. Participants were 158 college students from the middle part of Taiwan. After conducting English mobile learning with a PDA, data was collected by questionnaires. The results revealed that: a) perceived convenience, perceived ease of use and perceived usefulness were antecedent factors that affected acceptance of English mobile learning; b) perceived convenience, perceived ease of use and perceived usefulness had a significantly positive effect on attitude toward using; and c) perceived usefulness and attitude toward using had a significantly positive effect on continuance of intention to use. Overall, the extended TAM in the present study was effective at predicting and explaining the acceptance of English mobile learning. In the past, there were few mobile learning related studies examining the relationships between perceived convenience and other variables in the TAM. Therefore, the findings in the present study provide a reference for the future TAM and mobile learning related studies.</span>

The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education

2020 ◽  
pp. 242-261 ◽  
Author(s):  
Paula Faustino ◽  
Dora Simões
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Ease Of Use ◽  
Perceived Ease Of Use ◽  
Active Teaching ◽  
Acceptance Model ◽  
Educational Field

Building up a more engaging and active teaching and learning experience is now crucial to face the challenges that the profile of today's digital learner requires. The relevance of digital technology in the educational field cannot be denied as many studies have been conducted and many frameworks have been developed trying to understand the advantages that digital tools can bring to education. This chapter presents a bibliometric analysis of scientific articles indexed at Scopus from the previous 10 years related to the use of the Technology Acceptance Model (TAM) in higher education. This resulted in the identification of the perspectives, digital technologies, methodologies, and developments in this field of research. It was possible to verify that the studies are more focused on the acceptance of technology from the perspective of the students and not so much on the perspective of the teachers. Along with the perceived ease of use and usefulness, self-efficacy is another variable to consider when accepting using technology.

scholarly journals Approach to M-learning Acceptance Among University Students

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Isabel Gómez-Ramirez ◽  
Alejandro Valencia-Arias ◽  
Laura Duque
Keyword(s):  
Higher Education ◽  
University Students ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Effective Diffusion ◽  
Education Institution ◽  
Learning Technologies ◽  
Perceived Usefulness ◽  
Future Research ◽  
Acceptance Model

A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and technology acceptance model (TAM) have been shown to be valid and powerful models in the research on the adoption of learning technologies. Based on TPB and TAM, we propose a model to explain how perceptions influence m-learning adoption among Colombian university students. To confirm the acceptability of the model, a self-administered questionnaire was applied to 878 undergraduate university students from the Instituto Tecnológico Metropolitano (ITM), a higher education institution in Colombia The results suggest that all of the constructs of TPB and TAM have a moderate impact on the intention to adopt m-learning. Specifically, perceived usefulness and attitude have a significant influence on students’ acceptance of m-learning. These results can stimulate future research and promote an effective diffusion of m-learning in developing countries.

scholarly journals The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events

2021 ◽  
Vol 11 (8) ◽  
pp. 436
Author(s):  
Prageeth Roshan Weerathunga ◽  
W. H. M. S. Samarathunga ◽  
H. N. Rathnayake ◽  
S. B. Agampodi ◽  
Mohammad Nurunnabi ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model

This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities.

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