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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. IntroductionMobile learning is a method in which materials are delivered by mobile technology, such as mobile devices and wireless networks (Wang, Wu & Wang, 2009). Mobile learning contains the features of e-learning and the benefits of mobile technology, which include convenience, immediacy and expediency. Mobile learning is featured by mobility and ubiquity, so it becomes the next milestone of e-learning and educational technology (Peng, Su, Chou & Tsai, 2009). Mobile devices, such as PDAs ('personal digital asistants') and smart phones (Shih, Chuang & Hwang, 2010), are portable and can be instant communication tools (Lea & Callaghan, 2011;Tung, Chang & Chou, 2008). Wireless networks with functions of immediate connection and transmission (Chinnery, 2006) enable a learner's interactions with learning content, peers and instructors to foster a meaningful knowledge construction and to get the updated 810 Australasian Journal of Educational Technology, 2012, 28(5) knowledge (Wang et al., 2009). Mobile technologies can help students interact with one another, collect and analyse data and get instant knowledge and messages in a learning environment.Learners who study English as a foreign language (EFL) must listen to and practise the language over and over again in order to enhance their learning performance (Thornton & Houser, 2005). However, class hours are limited, so it is important to develop an efficient tool or method for English learning outside classroom hours. Mobile learning can provide ways for students to learn English at any time and any place. Tho...

Promoting farming work is crucial for sustainable economic development in Asian-Pacific rural areas. How to promote rural entrepreneurship has recently become a critical issue in agricultural education. This article reports the results of two subsequent studies. The first study confirmed the factor structures of the five-factor model of personality, the general self-efficacy scale, and the entrepreneurial intention scale. The second study tested the mediating effect of self-efficacy on the relationship between personality traits and entrepreneurial intention among agricultural students. The results indicate that entrepreneurial intention comprises two dimensions: conviction and preparation. Accordingly, the mediation model of self-efficacy is partially supported. Extraversion, openness, conscientiousness, and agreeableness reliably predict both conviction and preparation, whereas neuroticism does not. In addition to the indirect effects, both openness and negative emotion exert a direct effect on entrepreneurial intention in agricultural students.

Building Information Modelling (BIM) is a technology with the potential to transform the construction industry, yet its proliferation remains stagnant. Existing research on BIM diffusion focuses on the industry, company, and project levels while disregarding the impact of perceptions at the individual level. This research aims to extend the Unified Theory of Acceptance and Use Technology (UTAUT) model to understand the perceptions that individuals have towards working with BIM. A survey was completed by 84 industry stakeholders and the results analysed against a modified UTAUT model that adds the variable of Attitude and employs moderators of Experience and Voluntariness. The results reveal that Performance Expectancy does not directly affect Behavioural Intention, signifying that BIM is perceived as an unrewarded addition to existing work processes. These findings evince the need to redefine strategies, policies, and incentive schemes in order to advance the acceptance of BIM in the U.K. and worldwide.

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