Understanding Smartphone use Behavior among Distance Education Students in Completing their Coursework in English: A Mixed-Method Approach

Annamalai, Nagaletchimee; Kumar, Jeya Amantha

doi:10.1080/02763877.2020.1815630

Cited by 16 publications

(19 citation statements)

References 34 publications

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“…As today's learners are more tuned to mobile technologies, their interest in utilizing such technology greatly impacts their use. These findings support the findings of Annamalai and Kumar (2020) in regard to LMS access for distance learning using mobile devices. Conversely, as distance education students are physically 'out of campus,' they need to perceive themselves as part of the institute's ecosystem.…”

Section: Discussion and Implicationsupporting

confidence: 89%

“…Likewise, issues were also apparent in terms of usability as older LMS versions were mainly designed for desktop-based interaction while not supporting mobile accessibility (Viberg & Grönlund, 2017). When a majority of undergraduates today are avid users of smartphones (Annamalai & Kumar, 2020), the unavailability of quick mobile access and unresponsive design tends to negatively affect the success of the platform (Abdul Lasi, 2021;Kumar et al, 2020;Kumar & Al-Samarraie, 2018). Moreover, due to this need, factors relating to resources such as the internet, devices, and access have played a crucial role in the intention to use an information system (Zwain, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

et al. 2021

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Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R 2 = 56.2%) and actual use (R 2 = 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents' attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents' primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.

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Section: Discussion and Implicationsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

et al. 2021

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“…Finally, only one of eleven studies examined students' smartphone usage behaviours. [89] investigated how distance education students utilise their smartphones for academic purposes, namely to complete their English coursework. The research of students' behaviour while using smartphones for educational purposes in Malaysia is critical, yet limited.…”

Section: Research Purposesmentioning

confidence: 99%

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

Mustaffa

Sailin

2022

Int. J. Interact. Mob. Technol.

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Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.

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“…Studies have also focused on handheld devices to support seamless learning, which refers to the transition of learning between formal and informal learning spaces (Hedberg & Stevenson, 2014;Rushby, 2012). The extraordinary mobility, flexibility, and accessibility: 'Anyone, Anytime, Anywhere' offered by mobile learning has been attractive to adolescents (Annamalai & Kumar, 2020;Park et al, 2012). Google Classroom is a popular learning management system that integrates Google Drive, Google Docs, Gmail, and Calendar.…”

Section: Technology In Educational Contextmentioning

confidence: 99%

Online Learning during COVID-19 Pandemic. Are Malaysian High School Students Ready?

Annamalai¹

2021

JSSH

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The online learning environment is an integral part of activities conducted during the COVID-19 pandemic in schools. This study explored the Malaysian high school students’ online learning perspectives using a mixed-methods study. The quantitative findings reported that students are not ready to go online. The qualitative analysis revealed several emerging themes related to students’ dissatisfaction with the online learning environment. The issues are related to repository-based teaching, cognitive overload, social presence, technology comfort, and discipline. Students suggested that teachers should implement the use of standardised applications, fixed schedules, and interactive sessions. The study concluded that interactions are lacking during the online learning environment. However, the researcher hopes that once teachers are back from the COVID-19 pandemic, they will have a comprehensive understanding of technology tools to consider in their pedagogical practices. It is hoped that the post-pandemic will change the way schools and teachers perceive online learning. The sudden teaching practices during the COVID-19 pandemic will undoubtedly drive improvements in the use of technology in schools.

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Understanding Smartphone use Behavior among Distance Education Students in Completing their Coursework in English: A Mixed-Method Approach

Cited by 16 publications

References 34 publications

Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

Online Learning during COVID-19 Pandemic. Are Malaysian High School Students Ready?

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