Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

Hsu, Liwei; Tourism, Kaohsiung City; Chen, Chia-wen

doi:10.18178/ijiet.2018.8.8.1100

Cited by 3 publications

(4 citation statements)

References 28 publications

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“…Adopting mobile technologies seems to be easy and effective for any learning environment, as the empirical analysis with TAM or other integrated models demonstrate (Mugo et al. , 2017; Hsu and Chen, 2018; Gómez-Ramirez et al. , 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Studies examining technology acceptance in the literature have mostly benefited from Innovation Diffusion Theory (IDT) (Rogers, 1962), the Technology Acceptance Model (TAM) (Davis, 1989), and the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al, 2003). Adopting mobile technologies seems to be easy and effective for any learning environment, as the empirical analysis with TAM or other integrated models demonstrate (Mugo et al, 2017;Hsu and Chen, 2018;G omez-Ramirez et al, 2019). Mcconatha et al (2008) Besides, users believe that m-learning improves efficiency and productivity.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Learning with smartphones: the acceptance of m-learning in higher education

Kurt

2022

OIR

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PurposeIn parallel with technological developments, mobile devices have become an important part of our daily lives. Nowadays, people, particularly generation Z, actively engage with the Internet and mobile technologies, including smartphones. The new technologies have also made electronic learning (e-learning) and mobile learning (m-learning) tempting for learners in higher education. Despite the growing use of m-learning, particularly in developed countries, its utilization in higher education is still at its early stage and far from its potential. This study investigates the university students' acceptance of using m-learning with smartphones in a developing country context.Design/methodology/approachQuantitative data collected through conducting questionnaires with 405 higher education students in Turkey were analyzed with structural equation modelling.FindingsThe findings show that the acceptance of using m-learning is affected by several factors, including perceived enjoyment, complexity and facilitating conditions. The findings are particularly relevant in the current context, where the COVID-19 pandemic has pushed many higher education institutions to adapt m-learning systems to enhance student learning experiences.Originality/valueThis study's findings offer fresh and important insights that can be used by m-learning developers and educators for designing m-learning systems and using m-learning applications in enhancing students' experience and performance with m-learning.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2021-0516.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Learning with smartphones: the acceptance of m-learning in higher education

Kurt

2022

OIR

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“…Krnel D and Bajd B found in their study, motivation of the student to learn certain content is the key to success 14 . While Hsu L and Chen C found higher intention to use ICT based learning (IU) 31 . In many studies rather than using single mode, they prefer combination 27,30,31 .…”

Section: Question Keysmentioning

confidence: 99%

“…While Hsu L and Chen C found higher intention to use ICT based learning (IU) 31 . In many studies rather than using single mode, they prefer combination 27,30,31 . Their perception reveals 68.3% students prefer video as a content, 17.1% as PDF and 7.3% as Power Point presentation, though MOODLE prefers Power Point presentation as their teaching tool.…”

Section: Question Keysmentioning

confidence: 99%

Perception, Experience, Attitude and Satisfaction on Using Information and Communication Technology-Based Teaching-Learning Activities in Medical Program

Yusuf

Iqbal

Hasan

et al. 2022

Sir Salimullah Med. Coll. J.

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Background: Educational innovation is moving from a fully traditional system to an innovative and interactive teaching method, inspiring our students for self-directed learning, concentrating on quality improvement, trying to mold the curriculum and evaluation system. Using Information and communication technology (ICT) in education is not to replace the traditional method, but to complement it. Objective: To study the undergraduate students’ attitude, experience and satisfaction regarding use of technology for teaching-learning, within E-learning Environments that is the Requirement of individual ICT infrastructure for the institutions, also the Mlearning Materials and Methods: Online questionnaire survey on 41 students of a batch in 4th year of SSMC on Google format was done to understand their ICT experiences and acceptance towards the tools in COVID pandemic mainly focused on M-learning, a part of E-learning. Moving out of the traditional system, a power point presentation was shared with the students through mail. They downloaded it in their smartphone, gone through it as a selflearning content to their exam. After their exam this survey was done. The data was collected online and automatically showed in pie charts. Results: Among the 41 students 41(100%) have got the personal handle held tools. But still, out of their online classes they use these tools for educational purposes in this manner- 61% spends 25-50%, 22% spends 50-75% and 17.1% spends 10-25% of their total usage period. 68.3% students prefer video as a content, 17.1% as PDF and 7.3% as power point presentation. Due to advancement of the ICT tools 73.2% did not face any difficulty in receiving and reading the content. Degree of satisfaction was done through a 4-point Likert scale online. 26.8% were well satisfied, 43.9% were satisfied and 29.3% showed average in their response. All the students 41(100%) showed their interest on having same type of learning in future. Conclusion: ICT influences our teaching learning system, which has a great prospect. Changes in this system is needed to get the benefit from ICT tools exclusively in future. Sir Salimullah Med Coll J 2022; 30: 29-34

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Factors Affecting the Adoption of e-Learning at University Level

Ejdys

2021

Wseas Transactions on Business and Economics

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The dynamic development of e-learning technologies caused by the global epidemiological situation during the last year has prompted the rapid adaptation of the education sector to new challenges. At the same time, many barriers and challenges have emerged, especially at the initial period of e-learning implementation. The identification of factors determining the adoption of e-learning should be the source of information needed to improve the methods and tools used by educational institutions. In the era of strong competition, higher education institutions need to improve their business models or build new ones e.g. based on remote learning. The article aims to identify the essential success factors and their interlinks that explain the initial stages of adoption of an e-learning system by university students in Poland. The author built three regression models which explain relationships between six input variables, i.e., the perceived usefulness (PU), the perceived ease of use (PEU), facilitating conditions (FC), computer self-efficacy (CSE), the preparedness level (PL), and previous experience (PE); and three output variables, i.e., satisfaction and personal development (SPD), attitude toward e-learning (AT), and intention to use (IU). The variable “satisfaction and personal development” (SPD) was newly added to the model. Data was collected with the help of a survey, which was conducted using the CAWI (computer-assisted web interview) technique. In total, 982 completed questionnaires were received. Results achieved using a regression analysis confirmed that the perceived usefulness played a crucial role in building the attitude of students toward e-learning and achieving satisfaction and personal development of the users. Only in the case of two analyzed variables, the obtained results confirmed statistically significant differentiation within the two gender groups. Results confirmed that men had declared a high level of computer self-efficacy. The variable “facilitating conditions” received higher marks from women. The research carried out and the results obtained may form the basis for building strategies for the development of universities and building business models in which e-learning plays an important role.

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Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

Cited by 3 publications

References 28 publications

Learning with smartphones: the acceptance of m-learning in higher education

Learning with smartphones: the acceptance of m-learning in higher education

Perception, Experience, Attitude and Satisfaction on Using Information and Communication Technology-Based Teaching-Learning Activities in Medical Program

Factors Affecting the Adoption of e-Learning at University Level

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