Mobile Learning Readiness Among UKM Lecturers

Hamat, Afendi; Embi, Mohamed Amin; Hassan, Haslinda Abu

doi:10.1016/j.sbspro.2012.09.294

Cited by 21 publications

(11 citation statements)

References 1 publication

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“…Similarly, in mobile learning environments, the perceived flexibility advantage is critical to learning effectiveness and efficiency (Clay 2011;Gedik et al 2012;Huang, Tang, Lee, & Yang, 2017;Sung et al 2015); that is, mobile technology enables individuals to access learning materials anytime and anywhere. This is very convenient and important for learners (Gedik et al, 2012;Hamat, Embi, & Hassan, 2012;Sung et al, 2015), mainly because the flexibility advantage of time and place in mobile learning helps learners gain knowledge more easily and conveniently. For example, Hamat et al (2012) have suggested that "mobile computing devices in various form factors such as tablets and smart phones have not only been a viable platform to carry out various tasks, but also being rapidly improved in terms of usability, processing power and connectivity" (p. 406).…”

Section: Perceived Flexibility Advantagementioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

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Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

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Section: Perceived Flexibility Advantagementioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

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“…A lack of mLearning benefit awareness and the low level of mobile device ownership among academics are noted as being challenges that UKM needs to prioritise resolving in order to become mLearning ready. m-Learning is more than using mobile devices for e-learning; it requires a completely different mind-set in education and Hamat et al (2012) did not manage to apply this view to this study. Despite the fact that the Hamat et al (2012) study was titled mobile learning readiness among UKM lecturers, the actual m-Learning readiness assessment within the university was not discussed.…”

Section: Literature Review 21 M-learning Readiness Studiesmentioning

confidence: 98%

“…A discussion of those found follows. Hamat et al (2012) assess m-Learning readiness at Universiti Kebangsaan Malaysia (UKM). This study focuses on the functions and services that UKM lecturers believe they need for successful implementation of m-Learning within the university.…”

Section: Literature Review 21 M-learning Readiness Studiesmentioning

confidence: 99%

“…As argued in the literature, the key determinant to technological innovation acceptance is readiness (Hamat et al, 2012;Mahat et al, 2012). Therefore, this paper is describes an analytical process that could be used as a guide for future m-Learning readiness studies within higher educational institutions.…”

Section: Literature Review 21 M-learning Readiness Studiesmentioning

confidence: 99%

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Actor‐Network Theory to Depict Context‐Sensitive M‐Learning Readiness in Higher Education

Paledi

Alexander

2017

E J Info Sys Dev Countries

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This study has taken a relatively unusual approach to assessing technology readiness within a higher educational institution by using Actor Network Theory (ANT) as a lens instead of the more common adoption models and indices. The study sets out to identify the key actors within an actor network and to describe how these actors are recruited during the problematisation stage of building the actor network. The actors were identified by means of the input from three groups participating in this study, namely the students, lecturers and nonacademic staff members. The paper then goes on to explain how the actors influence one another to become and remain m-Learning ready. This influence is described in terms of attributes found as part of the inscription process. The construction and stabilization of the naturally dynamic actor network is intended to achieve a common goal, in this case, to use mobile learning effectively within South African higher educational institutions. The study contributes practically as an analytical process is demonstrated and that this could be used as a guide for future m-Learning readiness studies with the existing findings being used as a reference point. Once the actors are identified, their participation in the project and the extent to which they are aligned in terms of the attributes can be used to assess the readiness of the institution to use m-Learning. Theoretically, this paper provides evidence that sociological theories such as ANT can be used to complement traditional technology readiness, adoption and use models.

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“…As m-learning is a subset of e-learning, all the factors influence the acceptance of e-learning is replicated in m-learning. According to researchers Hamat et al (2012), they identified that e-learning and mobile learning are from the same foundations; therefore, e-learning acceptance factors can be reproduced to mobile learning design. The factors which influence the acceptance of e-learning are:-…”

Section: The Proposed Conceptual Modelmentioning

confidence: 99%

Mobile Learning, Effective Integration of New Technologies into Existing Models

Balakrishnan

Dahnil

Mubarak

2016

Envisioning the Future of Online Learning

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Mobile learning is seen as another leap in education system as it complements the traditional classroom teaching due to the advancement in mobile technology. Despite this advancement, the elements that will define the acceptance of mobile technology in education have yet to be explored. This paper emphasizes on mobile technology as a key component in the acceptance of mobile learning. In the existing acceptance model, the user perception is taken as the most important factor for the real use of the system. Whereas in Information System model, the factor that drives users satisfaction is based on quality of service and information. However in mobile learning the strong successful factor must integrate mobile technology as one component in the model. This paper proposes mobile learning technology model that includes mobile technology as an important components besides user acceptance and information success model to ensure successful implementation of m-learning in higher learning institutions (HLI). The results showed that there are three main elements which constitute m-learning environment namely academicians, students and mobile technology. Mobile technology, infrastructure and technical system quality have been added in the technology acceptance model and information system success model.

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Mobile Learning Readiness Among UKM Lecturers

Cited by 21 publications

References 1 publication

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Actor‐Network Theory to Depict Context‐Sensitive M‐Learning Readiness in Higher Education

Mobile Learning, Effective Integration of New Technologies into Existing Models

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