Teaching via Mobile Phone: a Case Study on Malaysian Teachers’ Technology Acceptance and Readiness

Ismail, Issham; Bokhare, SitiFatimah; Azizan, Siti Norbaya; Azman, Nizuwan

doi:10.9743/jeo.2013.1.3

Cited by 53 publications

(43 citation statements)

References 32 publications

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“…Yet, the possible influence of mobile devices on higher education and their impact on lifelong learning opportunities is still unclear and is an evolving field of study (Kukulska-Hulme 2007). Many educators have considered using mobile devices, such as smartphones, in education due to their affordable, popular and practical functions (Ismail et al 2013;Pullen et al 2015). The appeal factor for learning through smartphones and particularly the apps is the ease and flexibility offered by mobile learning which minimizes the barriers provided by traditional methods or activities that used to be carried out in schools and universities (Valk et al 2010a(Valk et al , 2010b.…”

Section: Problem Statementmentioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre-and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

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Section: Problem Statementmentioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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“…All of these have helped increase the popularity of mobile devices due to their ability to handle multiple tasks. Furthermore, commercial competitive industry has compelled manufacturers to present new creative features of competitive traits (Ismail et al 2013).…”

Section: Introductionmentioning

confidence: 99%

The future role of mobile learning and smartphones applications in the Iraqi private universities

Аl-Мashhadani

Al-Rawe

2018

Smart Learn. Environ.

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The higher education sector has witnessed a drastic change due to new advanced technologies including computers and smartphones. As a result, higher education will need to establish a solid foundation aided by information communication technologies (ICT) where mobile applications can extend learning opportunities for students and graduates so they meet the requirements of the fast-changing jobs market. Many studies conducted in various contexts have revealed the drastic change of using mobile applications (henceforth apps) and advanced communication which help students develop their skills by means of using the digital environment. The study aims at identifying the general impression of Iraqi private universities students about the future role of ICT and the mobile learning in higher education. Al-Maarif University College is selected as a case study to measure the extent of students' reliance on the use of modern smartphones applications in research, study, and skills development in the field of specialization. The study also sheds light upon specifying the important variables and methods for enhancing the role of the mobile learning as a part of the electronic education for the private education sector in Iraq.

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“…[22][23] [48] have identified that extensive training and professional development are important to the lecturers because this can help them to develop the necessary skills to use LMS easily. Training is a crucial factor because it has been found to contribute significantly to the success of technology implementation [49]. Furthermore, user guide can be created for popular tasks to help those who face any issues in using the system.…”

Section: Discussionmentioning

confidence: 99%

“…Lecturers can lead the students to interact in discussion forum, monitor their activities and provide regular feedback to motivate the students to use Moodle. The students' readiness for using Moodle would be most likely increasing if they are aware of the benefits of it [49]. System developers might have to collaborate with lecturers to design and implement a LMS with good interaction, flexibility and friendly interface and a joyful learning cyberspace to facilitate student's willingness to use LMS [15].…”

Section: Discussionmentioning

confidence: 99%

Exploring Lecturers' Perceptions of Learning Management System: An Empirical Study Based on TAM

2014

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Abstract-With the pervasive take-up and presence of digital technologies, learning management system (LMS) is popular for its open accessibility and its interactive nature. Implementation of LMS has become part of the strategic plan in higher education institution to enhance the flexibility in teaching and learning. It is essential to explore the perceptions of users in using the LMS in order to inform stakeholders the positive influencing aspects and improve the negative factors in the future. This study investigates the perception of lecturers in using LMS in term of perceived usefulness and perceived ease of use for teaching purposes. Technology Acceptance Model (TAM) is used as the research framework to design the questionnaire. An online questionnaire was created to address the research questions. The results reveal that lecturers do not react positively towards perceived ease of use of Moodle for teaching. Lecturers treat Moodle as content repository and do not fully utilize the interactive features in Moodle. It was found that usability issues, interaction and communication issues had a negative impact on the lecturers' perception.

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Teaching via Mobile Phone: a Case Study on Malaysian Teachers’ Technology Acceptance and Readiness

Cited by 53 publications

References 32 publications

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

The future role of mobile learning and smartphones applications in the Iraqi private universities

Exploring Lecturers' Perceptions of Learning Management System: An Empirical Study Based on TAM

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