Development of heutagogy approach in M-learning for sustainability education

Kamrozzaman, Nurul Aisyah; Badusah, Jamaludin; Ruzanna, Wan Muna

doi:10.1007/s10639-020-10101-x

Cited by 13 publications

(21 citation statements)

References 16 publications

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“…There are studies that show that even students who have positive attitudes require a teacher for various reasons, some related to the sustainability of M-learning and the requirement of motivation [22,23]. M-learning can perhaps offer more possibilities in the teaching field in order to implement the sustainability of continuous learning [24]. As a result, the major conclusion is that the teacher's function as an instructor for independent online learning in a process of sustainable distant education must be addressed to plan M-learning technologies.…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

et al. 2021

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“…Considering the heutagogy approach, the continuing education of mature students throughout life is a challenge and, at the same time, a need established as a social objective by countries and international organizations [21]. It is in this teaching field where m-learning can perhaps offer more possibilities in order to implement the sustainability of continuous learning [22]. No one doubts the facts that the characteristics of mobile devices [1,7,8] represent a set of advantages to facilitate this continuous and sustainable learning, due to the educational opportunities of IT [5,6].…”

Section: Discussion Limitations and Conclusionmentioning

confidence: 99%

“…Within heutagogy, which can be understood as adult education (mature students), lifelong education is considered necessary for social sustainability and, as indicated by UNESCO [21], that promotes equal opportunities within communities, especially for workers. The use of appropriate tools and approaches can provide positive results in continuous learning and make virtual learning just as effective as permanent m-learning [22]. Studies related to the use of m-learning in educational institutions examine student's attitude towards the use and implementation of m-learning techniques for the sustainability of learning, with special emphasis on the importance of m-learning design [23].…”

Section: Introductionmentioning

confidence: 99%

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

2020

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Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

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“…The advantages of FDM are it will save cost and time, reduce the number of surveys and interviews, and quick opinions received by the experts [62] [63]. Based on the review, only a study applied FDM to get the expert validation for the instrument [45]. Hence, it is advisable to try new techniques in a heutagogy related study.…”

Section: 1mentioning

confidence: 99%

The Acceptance of M-Heutagogical Practice in Higher Education: A Systematic Literature Review

Hamdan

Wong

Salleh

et al. 2021

Int. J. Emerg. Technol. Learn.

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Mobile Heutagogy (M-Heutagogy) is the teaching practice that emphasizes self-determined learning and student autonomy. Many teachers and academicians have applied M-Heutagogy in their teaching and learning in Higher Education Institutions (HEIs). The purpose of this study is to synthesize an empirical literature review of the M-Heutagogical practice among Higher Education students and its acceptance. The main objective of this paper is to review the literature on M-Heutagogy practice and its acceptance among Higher Education students. The researcher conducted a systematic review of 60 articles for the period 2007 to 2020. The findings indicate that M-Heutagogy has been applied in HEIs around the world with the support of emergent technologies and mobile applications. Unfortunately, only two M-Heutagogy acceptance studies have been done so far. Future research suggested that the M-Heutagogy acceptance model should be developed to be referred by researchers while doing an acceptance study.

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Development of heutagogy approach in M-learning for sustainability education

Cited by 13 publications

References 16 publications

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

The Acceptance of M-Heutagogical Practice in Higher Education: A Systematic Literature Review

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