Teacher and Learner Perceptions on Mobile Learning Technology: A Case of Namibian High Schools from the Hardap Region

Abstract

Although the National ICT Policy for Education in Namibia was adopted in 2005, immediately followed by the National ICT Policy Implementation Plan in 2006, no known studies have been undertaken so far to evaluate its implementation. This has made it difficult to ascertain the ICT/mobile learning readiness of teachers and learners. This study analyzed the perceptions of learners and teachers towards mobile learning in Namibian High Schools. A mixed method approach, comprising a baseline survey and interviews with randomly sampled learners and teachers from three high schools in the Hardap region of Namibia was undertaken. Both qualitative and quantitative data was solicited on learner and teacher perceptions on mobile learning. The survey questionnaire, which was based on modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model to make the questions suitable to the context of mobile learning was used. Unstructured interviews were used to supplement the questionnaire where gaps were identified. The data collected was then analyzed for descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS).The results among others showed that even though that majority of teachers and learners in Namibia own mobile devices which can be used for mobile learning, introduction of mobile technology in schools would only work in an environment where there is a sound ICT infrastructure. Affordable internet access and skilled ICT teachers are also a challenge.

Rural-based Science, Technology, Engineering and Mathematics teachers’ and learners’ acceptance of mobile learning

“…Research Question (RQ2): Our results showed that there was no significant difference between teachers' and learners' path coefficients. This is in contradiction to the findings of (Osakwe et al 2017) who found that learners were more positive towards m-learning than their teachers. However, our results showed that the structural model can be used to predict m-learning acceptance for both teachers and learners.…”

“…Thoughts and feelings play a very important part in rejecting or accepting an IS. Several studies have found that teachers and learners have positive attitudes towards m-learning (Joo et al 2016;Osakwe, Nomusa & Jere 2017;Siyam 2019). This study aims at investigating rural-based STEM teachers' and learners' attitudes towards m-learning.…”

“…Cheng (2019) defined PU in the m-learning context as a person's perception that using m-learning will improve his or her teaching or learning. One of the main reasons why teachers and learners adopt m-learning is their perception that it will improve teaching and learning (Joo et al 2016;Osakwe et al 2017;Siyam 2019). Siyam (2019) studied the effect of special education teachers' PU on their ATT and BI.…”

Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática

“…La digitalización de los centros ha de su buen uso puede ser un factor de éxito educativo como se evidencia en el caso descrito en escuelas rurales de Australia, permitiendo compartir los maestros especialistas a través de videoconferencias entre escuelas alejadas disminuyendo el aislamiento geográfico (Lombard & Ditton, 1997). Adicionalmente destaca el uso del correo electrónico para la mejora de las comunicaciones así como el aprendizaje colaborativo a través de dispositivos móviles debido a la mayor facilidad de contar con estos en algunos territorios (Demir & Akpinar, 2018;Mutambara et al, 2020) y las actitudes positivas de maestros y alumnos frente a ellos (Osakwe et al, 2017;Siyam, 2019).…”

Factors Affecting Pre-service Teachers’ Acceptance of Online Learning to Promote Social Distancing

“…MacCallum and Jeffrey (2014) reported that students' use of online learning will remain informal until lecturers support its integration into a more formal way. Osakwe, Nomusa and Jere (2017) concluded that integration of online learning cannot be tapped into if lecturers' attitudes are not considered. Based on the assessments of Osakwe, Nomusa and Jere (2017) and Sánchez-Prieto et al (2019), it can be concluded that a successful implementation of online learning to support social distancing in HEIs, depends on lecturers' and students' acceptance of the technology.…”