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Mobile learning (m-learning) is gaining popularity as the "anytime, anywhere" online learning channel. Academics and practitioners alike are showing interest in examining its ability to support online learning. However, prior studies have highlighted the challenges in promoting m-learning adoption. The extantm-learning literature has mainly focused on technology related factors to examine m-learning adoption. However few studies have investigated this topic from the users" motivation perspective and even fewer from an adult learner context. Hence this study employsthe Uses and Gratification Theory to provide a betterunderstanding of what motivates m-learning adoptionin adult learners. The research findings suggest that adult learners" intention to use m-learning is influenced by their affective needs and social integrative needs through attitude. This paper concludes by noting the theoretical and practical contributions.

Research on the topic of social media for teaching and learning in the higher education have received much attention from academia and practitioners. Social media technology was acknowledged not only as an important communication tool between faculty members and students but also shows great potential as the next social learning platform that better serves the teaching, learning and administration of a higher education institute. Its informal setting allows more flexibility for both students and faculty members to teach and learn anywhere and everywhere. Despite its important, little is known about how this research topic is evolving within the literature. Hence, using a bibliometric analysis technique this study examines the trends, topics, and challenges addressed by previous research for the past ten years (2008-2018). The paper ends by discussing future research directions related to this topic.

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Purpose This study aims to examine the determinant factors of perceived online community usefulness from a motivational point of view. The researchers have combined the use of the expectancy value model and the information system continuous-use model to predict continuous knowledge-sharing behaviour between online community members. This research provides an additional view of current literature focusing on technology-related factors. Design/methodology/approach This research has adopted a quantitative research method, with data being collected through a Web survey technique. The members of online business communities were invited to participate in the survey. A total of 220 respondents participated in the online survey. These data were then analysed using structural equation modelling. Findings The research findings revealed that motivation-related factors have a moderate ability to predict members’ perception of online community usefulness. The research findings have shown that attainment and utility values are two significant motivational factors, which can positively influence perceived online community usefulness. By promoting these values, continuous knowledge-sharing intentions can be encouraged through perceived online community usefulness. Research limitations/implications Having members from communities other than online business communities might deliver different results, given that they have different needs and values. Also, this study only received responses from active contributors within selected online business communities. The responses from non-active contributors were not included in this study. Practical implications This study provides practical suggestions on how the administrators and designers of an online community can promote positive values within their community platform, using motivation-related mechanisms. Originality/value The existing literature that examines the determinants of perceived online community usefulness have mainly directed attention towards technology-related factors. This study fills the gap by examining the determinant factors of this construct from a motivation perspective.