Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern

Masarweh, Mohammed Al

doi:10.3991/ijet.v14i05.8296

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…However, advanced learning techniques have been developed, including methods of learning through mobile devices, palmtops, laptops, and private media players) as a result of the fast growth of information networks and the Internet (Moya and Camacho, 2021;Tan, G. et al, 2012;Pedro, Barbosa and Santos, 2018). The rapid consumerdriven development of mobile technologies has allowed people to access information on the move, and enabled the potential facilitation of online learning methods (Al Masarweh, 2019;Yu-Lin Jeng. et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education

Masarweh

Afandi

2022

IJCRSEE

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Many research has been conducted to examine the acceptance factors to use mobile learning (m-learning) for regular students. During the COVID-19 most of the higher education institutions around the world were converted to m-learning especially for regular students, in order to continue supporting the educational stage for these students. This situation, allow researches to tested the use of m-learning for regular students while they are studying in distance learning environment. However, limited researches, especially in developing countries, have been tested the acceptance factors to use m-leaning for distance learning students. In this study the behavioral intention to use mobile learning (m-learning) were examined as well as the m-learning factors that affecting its acceptance amongst the distance learning students were outlined. The study framework was depended on the model of Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative approach was used to analyze the data that collected from a random sample of 154 male and female participants from Saudi universities. The results indicated that significant factors influencing distance learning students’ behavioral intention include quality of service, effort expectancy, facilitating conditions, gender, educational level, and type of device. The regulations governing distance learning programs and the implementation of mobile learning by Saudi universities under the direction of the Ministry of Higher Education are having a good impact and encouraging widespread use of m-learning.

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Section: Introductionmentioning

confidence: 99%

Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education

Masarweh

Afandi

2022

IJCRSEE

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“…Mobile learning can also provide other negative effects, especially the occurrence of students' cognitive overload when the learning design used is inappropriate way [18]. Masarweh [19] finds that some mobile learning applications do not have a systematic methodology and appropriate design.…”

Section: Introductionmentioning

confidence: 99%

Development of an Instructional Design Model for Mobile Blended Learning in Higher Education

Suartama

Setyosari

Sulthoni

et al. 2019

Int. J. Emerg. Technol. Learn.

154

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The development of information and communication technology has brought a surprise and revolutionary challenge to the idea and practice of traditional education. Mobile internet technology has become the main promoter and accelerator to apply the concept of mobile learning. Mobile technology offers new opportunities to integrate face-to-face learning and online learning methods. We see a tendency to use blended learning scenarios by combining various forms of learning and integrating a variety of ways to access content using mobile technology. The objective of this study is to develop a mobile blended learning design that can systematically guide the instructor or lecturer in the lecturing processes. By combining the ideas of mobile learning and blended learning, mobile blended learning design has been developed. Implementing research and development (R&D) method, the mobile blended learning design has been constructed through designing process and validation by experts. This instructional design has feasibility to use in learning; therefore, it effectively increases the popularity of mobile blended learning

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“…The CBAM model is descriptive and predictive, not prescriptive, of teacher attitudes and behaviors in learning to use new classroom ideas, materials, and practices (Anderson, 1997). CBAM is both a theoretical framework and a methodology for investigating concerns about adopting and using technological innovations in educational settings (Al Masarweh, 2019). As described in the introduction, this research focuses on CBAM as the conceptual framework with a specific focus on Stage 3 of the model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Marketing Analytics Curriculum Integration: An Exploration of Resource Availability for Faculty

Keiper,

Nachtigal,

Lupinek

et al. 2023

Journal of Marketing Education

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This study builds on the long-identified gap between the marketing industry and marketing academia. The research investigates the relationship between resource-based factors and marketing faculty’s intention to use marketing analytics technology. The theoretical framework for this study is the concerns-based adoption model (CBAM). Resource-based factors explored included technical support, managerial support, financial support, and time. The methodology included a randomized sample of Association to Advance Collegiate Schools of Business (AACSB) marketing faculty, and the statistical analysis used was multiple regression. Perceived technical support, time to integrate technology, and administrative support are all related to the intention to use marketing analytics technology. Overall, these results indicate that administration within AACSB business schools should consider the resources faculty need to adopt marketing analytics technology into the marketing curriculum, and faculty should consider methods to advocate for such resources.

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Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern

Cited by 10 publications

References 11 publications

Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education

Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education

Development of an Instructional Design Model for Mobile Blended Learning in Higher Education

Marketing Analytics Curriculum Integration: An Exploration of Resource Availability for Faculty

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