M-Universities: Critical Sustainability Factors

Coskun-Setirek, Abide; Tanrıkulu, Zuhal

doi:10.1177/2158244021999388

Cited by 6 publications

(7 citation statements)

References 70 publications

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“…Decentralized solutions, such as free online resources, will help students to obtain and keep the information they need. Adopting mobile learning technologies during the COVID-19 pandemic demonstrated a substantial impact on the learning process and the development of teaching techniques as a result [11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

et al. 2022

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Sustainable learning and education (SLE) is a relatively new ideology based on sustainability principles and developed in response to the United Nations’ recently proclaimed Sustainable Development Goals (SDGs). As a result, technologies should be adopted to equip educational institutions with the tools necessary to attain SLE. Recently, the coronavirus (COVID-19) pandemic has affected educational systems globally, leading them to embrace more innovative technological methods to meet academic demands while maintaining SLE principles. Mobile learning apps (MLA) refers to using the unique capabilities of mobile apps to engage and collaborate towards establishing robust online learning. However, the effectiveness of MLA depends on learners’ acceptance. Therefore, the purpose of this study is to investigate the factors that could affect MLA acceptance. In order to analyze the collected data from 415 Jordanian students among schools and universities, structural equation modeling (SEM) was used. The empirical findings confirm that perceived usefulness and perceived ease of use are significantly influenced by self-efficacy and perceived compatibility. Furthermore, perceived usefulness is significantly influenced by perceived convenience and perceived ease of use. Additionally, perceived enjoyment significantly influences the behavioral intention to use MLA. On the other hand, perceived compatibility has no significant influence on perceived enjoyment. Finally, perceived ease of use, perceived usefulness, and perceived compatibility have no significant effect on behavioral intention to use MLA. This study addresses a critical research gap in the distance learning acceptance literature by proposing an exhaustive model in the post-COVID-19 era that can help to improve students’ performance and outcomes in Jordanian schools and universities.

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Section: Introductionmentioning

confidence: 99%

An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

et al. 2022

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“…However, forming a firm conclusion regarding them is challenging due to the fragmented and diversified literature base. Existing research in M-Learning has predominantly focused on distance education within specific economies [40][41][42]; this leaves room for exploring a broader range of topics and regions, presenting opportunities for studies across diverse areas and countries. Participants in the chosen studies fall into the categories of students, faculty, and higher education management staff.…”

Section: Resultsmentioning

confidence: 99%

“…[ 40,45,84,93,[142][143][144][145][146] In terms of data analysis technique, structural equation modelling (SEM) is the most used analysis technique in the M-Learning literature. Studies requiring a substantial amount of data from a large number of respondents have used this methodology.…”

Section: Mixed Methodsmentioning

confidence: 99%

Mobile Learning in Higher Education: A Systematic Literature Review

Naveed,

Choudhary,

Ahmad

et al. 2023

Sustainability

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Mobile learning (M-Learning) has become a popular and effective method of education that leverages the ubiquity of mobile devices. M-Learning has digitally transformed the process of teaching and learning. It has tremendous potential to empower all sections of society through education and training. This study presents a systematic literature review of M-Learning. The articles were retrieved from Scopus and Web of Science databases. After applying inclusion and exclusion criteria, a final selection of 161 articles published between 2016 and 2022 was included in the review. To analyze the articles, the researchers employed the TCCM (Theory, Context, Characteristics, Methods) framework, which facilitated addressing the research questions. This review identified various theories, such as behaviorism, constructivism, cognitivism, situated learning, problem-based learning, context awareness learning, socio-cultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigation, and location-based learning, that are used to support and guide the implementation of M-Learning. In terms of context, developing countries contributed to 70.8% of the studies, while developed countries contributed to 29.1%. Further, a majority of the studies, 93%, involved students followed by faculty members and only two studies involved staff from higher education management. A total of 19 unique characteristic factors have been identified, such as personal, intention, attitude, usage, utility, ease of use, learnability, social, technological, pedagogical, anxiety, enjoyment, accessibility, knowledge, experience, trust, price, and habit. A quantitative research design was used in 90% of the studies, followed by mixed methods research design in 7% of the studies, and qualitative research design in only 3% of the studies. Further, this article synthesizes previous research findings and highlights gaps for future research. Overall, this review contributes to the understanding and advancement of M-Learning as a valuable educational platform.

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“…With free online resources available, students could access and keep the information they need. Furthermore, during COVID-19 pandemic, the utilization of mobile learning technologies has had significant impact not only on the process of learning but on the development of teaching techniques as well (Coskun-Setirek & Tanrikulu, 2021;Lee & Hsu, 2021).…”

Section: Introductionmentioning

confidence: 99%

The impact of COVID-19 on reading behaviors among high school students through the adoption of mobile learning

Masadeh,

Almajali,

Majali

et al. 2024

10.5267/j.ijdns

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In this study, the impact of COVID-19 lockdown on Jordanian high school students’ reading habits and attitudes was examined. COVID-19 has indeed affected education systems all over the world; education institutions all over the world were compelled to implement innovative technological approaches so that education could still be delivered to students, fulfilling the academic expectations, while the Sustainable Learning and Education (SLE) ideals are consistently embraced. One of these approaches has been the use of mobile learning applications (MLA). These applications (MLAs) employ some prominent features of mobile apps, to allow students to collaborate and participate in purposeful online learning. Still, the success of any technology is dictated by the acceptance of the user, in this context, the acceptance of students. In other words, student acceptance of MLA will determine the success of MLA. Accordingly, the effect of COVID-19 lockdown on the information behavior of high school students was examined in this study, with MLA being used by these students. Data were gathered from 394 high school students in Jordan. These students were chosen randomly, and they were all mobile phone users. The data covered the 2022–2023 fall term and were analyzed using Structural Equation Modeling (SEM). Based on the analyses results: Self-Efficacy and Perceived Compatibility had significant impact on Perceived Performance Expectancy and Perceived Effort Expectancy; Perceived Convenience and Perceived Effort Expectancy had significant impact on Perceived Performance Expectancy; Perceived Enjoyment had significant impact on the Behavioral Intention to use MLA; COVID-19 had significant impact on the Behavioral Intention to use MLA; Perceived Compatibility showed no significant impact on Perceived Enjoyment; and Perceived Effort Expectancy, Perceived Performance Expectancy and Perceived Compatibility showed no significant impact on the Behavioral Intention to use MLA. The outcomes of this study demonstrate a practical indication in support of digital information behavior among high school students in this era.

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M-Universities: Critical Sustainability Factors

Cited by 6 publications

References 70 publications

An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

Mobile Learning in Higher Education: A Systematic Literature Review

The impact of COVID-19 on reading behaviors among high school students through the adoption of mobile learning

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