Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model

Díaz, Inmaculada Aznar; Hinojo-Lucena, Francisco Javier; Reche, María del Pilar Cáceres; Rodríguez, José María Romero

doi:10.1016/j.compedu.2020.104007

Cited by 35 publications

(22 citation statements)

References 42 publications

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“…Huang (2014) defined PE as the degree to which using technology is regarded to be enjoyable in and of itself, independently of any predicted performance effects [55]. PE in this study relates to how enjoyable or engaging M-learning is to a rural high school student or instructor [56]. Perceived enjoyment is an example of intrinsic motivation, and it has a significant influence on use intention [57].…”

Section: Pementioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

et al. 2021

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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.

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Section: Pementioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

et al. 2021

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“…However, since m-learning is a new approach applied in education, its diffusion is with some resistance. From the teaching side, researchers explained the reasons why instructors in universities do not adopt m-learning in their teaching is associated with the lack of techno-pedagogical training ( Aznar-Díaz et al, 2020 ). Despite pedagogical reasons, there are also challenges derived from learner’s experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In reality, learner’s expectations on suitable digital learning sources in learning platforms would reflect whether the learning system would meet their effort and performance expectancies ( Hoi, 2020 ). Moreover, from the instructor’s perspectives, Aznar-Díaz et al (2020) found that the demographic attributes and contextual factors could affect the adoption and teaching outcome of the m-learning system. This implies that the pedagogical design of learning material needs to be adjusted specifically to meet the needs of context and audiences.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Can COVID-19 pandemic influence experience response in mobile learning?

Yuan

Tan

Ooi

et al. 2021

Telematics and Informatics

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“…Also, [28] emphasized a need for instructional strategies implementation in online learning among primary level learners in Xi'an, China. These instructional strategies should be tailored to fit the needs of the students.…”

Section: Literature Reviewmentioning

confidence: 99%

Best Practices of School Teachers to Sustain Their Students Learning During Crisis

Salhab¹,

Hashaykeh²,

Rabo³

et al. 2021

Journal of Southwest Jiaotong University

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This research aims to identify the best practices implemented by school teachers in Palestine online during COVID-19. A qualitative approach was used to explore in-depth the best practices through two focus group sessions composed of 24 different specialty teachers from different schools. Moreover, semi-structured interviews with 10 teachers were also conducted to listen to their lived experiences and how they sustain teaching and communicating with their students. A grounded theory was used to analyze and categorize the qualitative data. The findings of this study are unique and novel since no other studies related to online learning were done during COVID- 19 in Palestine to support best practices that teachers should adopt. Moreover, the results will benefit teachers to rejuvenate and adapt their methods and strategies in different ways to fit learners’ needs. The results revealed that teachers use many free tools such as Google Classroom and Zoom and spend a lot of time understanding and learning about these tools. Teachers were eager to explore and use new teaching strategies to engage their students and support them emotionally during the COVID-19 crisis. Additionally, teachers were committed to their social responsibilities during the crisis, weremotivatedand self-learners, as they asserted by exchanging experiences with colleagues. This study could be used to adapt experiences to other scenarios, so teachers can benefit from the findings of the studyand can transfer them to other contexts.It is recommended to conduct a mixed approach for generalization purposes for further investigation.

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Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model

Cited by 35 publications

References 42 publications

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Can COVID-19 pandemic influence experience response in mobile learning?

Best Practices of School Teachers to Sustain Their Students Learning During Crisis

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