Students' Characteristics Influence Readiness to Use Mobile Technology in Higher Education
Resumen El propósito del presente estudio era explorar las características de los estudiantes que influyen en su disposición a utilizar la tecnología móvil en la Universidad Nacional An-Najah de Palestina. Los investigadores utilizaron un enfoque cuantitativo para lograr el propósito del estudio. Participaron en el estudio 214 estudiantes de diferentes escuelas. En la etapa de análisis de los datos se utilizó un ANOVA descriptivo y unidireccional para poner a prueba las hipótesis. Los resultados del estudio revelaron que la disponibilidad de la tecnología es un factor importante para el uso de la tecnología móvil en la educación superior, así como la capacidad del estudiante para utilizar la tecnología móvil para su estudio. Además, las actitudes de los estudiantes respecto a la integración de la tecnología móvil desempeñan un papel crucial en la preparación de los estudiantes para utilizarla. Las instituciones de educación superior podrían beneficiarse de los resultados del estudio mediante el diseño de programas de creación de capacidad para los estudiantes, a fin de alentarlos a utilizar los servicios móviles dentro y fuera del campus. Las limitaciones del estudio dependían únicamente de un instrumento de reunión de datos de una universidad, lo que podría plantear dudas sobre la generalización de las conclusiones a otro contexto.
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ALECSO. (2008). Plan for the development of education in the Arab countries. Education Development Plan in the Arab world. The Arab League Educational, Cultural and Scientific Organization, Tunisia, Tunis.
Bas, G., Kubiatko, M., & Murat, A. (2016). Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Comput. Hum. Behav., 61, 176e185. https://doi.org/10.1016/j.chb.2016.03.022
Boticki, I., Barisic, A., Martin, S., & Drljevic, N. (2013). Teaching and learning computer science sorting algorithms with mobile devices: A case study. Comput. Appl. Eng. Educ., 21(S1), E41–E50. https://doi.org/10.1002/cae.21561
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies – Students’ behavior. Comput. Hum. Behav., 72, 612–620. https://doi.org/10.1016/j.chb.2016.05.027
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Comput. Educ., 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Huang, Y. (2014). Empirical analysis on factors impacting mobile learning acceptance in higher engineering education (doctoral dissertation). University of Tennessee.
Huang, R. T., & Yu, C. L. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model. Australas. J. Educ. Technol., 35(3). https://doi.org/10.14742/ajet.4188
Ibrahim, N., Ayub, A. F. M., & Khambari, M. N. M. (2016). The Predictors of Habitual Behavior in Using Mobile Phone among University Students. Int. J. New Technol. Res., 2(8), 9–15.
Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12 classrooms: A path model. Educ. Technol. Res. Dev., 58(2), 137–154. https://doi.org/10.1007/s11423-009-9132-y
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Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. J. Educ. Technol. Soc., 21(3), 48–59. https://doi.org/10.1080/14759390400200188
Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. Brit. J. Educ. Technol., 50(2), 546–561. https://doi.org/10.1111/bjet.12583
Khlaif, Z. (2018a). Teachers' perceptions of factors affecting their adoption and acceptance of mobile technology in K-12 settings. Comput. Sch., 35(1), 49–67. https://doi.org/10.1080/07380569.2018.1428001
Khlaif, Z. N. (2018b). Factors influencing teachers’ attitudes toward mobile technology integration in K-12. Technol. Knowl. Learn., 23(1), 161–175. https://doi.org/10.1007/s10758-017-9311-6
Khlaif, Z. N., & Salha, S. (2020). The Unanticipated Educational Challenges of Developing Countries in Covid-19 Crisis: A Brief Report. Interdiscip. J. Virtual Learn. Med. Sci., 11(2), 130–134. https://doi.org/10.30476/IJVLMS.2020.86119.1034
Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? Brit. J. Educ. Technol., 46(4), 725–738. https://doi.org/10.1111/bjet.12161
Mei, B., Brown, G. T. L., & Teo, T. (2018). Toward an understanding of preservice English as a foreign language teachers' acceptance of computer-assisted language learning 2.0 in the People's Republic of China. J. Educ. Comput. Res., 56(1), 74–104. https://doi.org/10.1177/0735633117700144
Mutlu, M. H. (2017). Unified theory of acceptance and use of technology: The adoption of mobile messaging application. Megatrend Revija, 14(1), 169–186. https://doi.org/10.5937/MegRev1701169M
Pedro, L. F. M. G., de Oliveira Barbosa, C. M. M., & das Neves Santos, C. M. (2018). A critical review of mobile learning integration in formal educational contexts. Int. J. Educ. Technol. High. Educ., 15(1), 10. https://doi.org/10.1186/s41239-018-0091-4
Salha, S., Affouneh, S., & Khlaif, Z. N. (2019). Palestinian perspective in digitalization of teacher professional development (TPD). Comenius Journal, 28, 41–43.
Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2017). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Comput. Hum. Behav., 72, 644–654. https://doi.org/10.1016/j.chb.2016.09.061
Shaqour, A. Z. (2014). Students' Readiness towards M-Learning: A Case Study of Pre-Service Teachers in Palestine. J. Educ. Soc. Res., 4(6), 19–26. https://doi.org/10.5901/jesr.2014.v4n6p19
Sharples, M., Milrad, M., Arnedillo, I., & Vavoula, G. (2009). Mobile Learning: Small devices, Big Issues. In N. Balacheff, S. Ludvigsen, T. d. Jong, A. Lazonder, & S. Barnes (Eds.), Technology Enhanced Learning: Principles and Products (pp. 233–249). Heidelberg: Springer. https://doi.org/10.1007/978-1-4020-9827-7_14
Shraim, K., & Crompton, H. (2015). Perceptions of Using Smart Mobile Devices in Higher Education Teaching: A Case Study from Palestine. Contemp. Educ. Technol., 6(4), 301–318. https://doi.org/10.30935/cedtech/6156
UNESCO. (2016). Incheon declaration and Framework for action for the implementation of Sustainable Development Goal 4. Towards inclusive and equitable quality education and lifelong learning opportunities for all. Education 2030. UNESCO. https://bit.ly/3rY0bwE
Traxler, J., Khaif, Z., Nevill, A., Affouneh, S., Salha, S., Zuhd, A., & Trayek, F. (2019). Living under occupation: Palestinian teachers’ experiences and their digital responses. Res. Learn. Technol., 27. https://doi.org/10.25304/rlt.v27.2263
Zhang, X., Lo, P., So, S., Chiu, D. K., Leung, T. N., Ho, K. K., & Stark, A. (2020). Medical students’ attitudes and perceptions towards the effectiveness of mobile learning: A comparative information-need perspective. J. Librariansh. Inf. Sci., 53(1), 116–129. https://doi.org/10.1177/0961000620925547
Ahmad, T. (2019). Undergraduate mobile phone use in the Caribbean: Implications for teaching and learning in an academic setting. J. Res. Innov. Teach. Learn., 13(2), 191–210. https://doi.org/10.1108/jrit-01-2019-0001
ALECSO. (2008). Plan for the development of education in the Arab countries. Education Development Plan in the Arab world. The Arab League Educational, Cultural and Scientific Organization, Tunisia, Tunis.
Bas, G., Kubiatko, M., & Murat, A. (2016). Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Comput. Hum. Behav., 61, 176e185. https://doi.org/10.1016/j.chb.2016.03.022
Boticki, I., Barisic, A., Martin, S., & Drljevic, N. (2013). Teaching and learning computer science sorting algorithms with mobile devices: A case study. Comput. Appl. Eng. Educ., 21(S1), E41–E50. https://doi.org/10.1002/cae.21561
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies – Students’ behavior. Comput. Hum. Behav., 72, 612–620. https://doi.org/10.1016/j.chb.2016.05.027
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Comput. Educ., 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Huang, Y. (2014). Empirical analysis on factors impacting mobile learning acceptance in higher engineering education (doctoral dissertation). University of Tennessee.
Huang, R. T., & Yu, C. L. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model. Australas. J. Educ. Technol., 35(3). https://doi.org/10.14742/ajet.4188
Ibrahim, N., Ayub, A. F. M., & Khambari, M. N. M. (2016). The Predictors of Habitual Behavior in Using Mobile Phone among University Students. Int. J. New Technol. Res., 2(8), 9–15.
Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12 classrooms: A path model. Educ. Technol. Res. Dev., 58(2), 137–154. https://doi.org/10.1007/s11423-009-9132-y
Inan, F. A., & Lowther, D. L. (2010b). Laptops in the K-12 classrooms: Exploring factors impacting instructional use. Comput. Educ., 55(3), 937–944. https://doi.org/10.1016/j.compedu.2010.04.004
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. J. Educ. Technol. Soc., 21(3), 48–59. https://doi.org/10.1080/14759390400200188
Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. Brit. J. Educ. Technol., 50(2), 546–561. https://doi.org/10.1111/bjet.12583
Khlaif, Z. (2018a). Teachers' perceptions of factors affecting their adoption and acceptance of mobile technology in K-12 settings. Comput. Sch., 35(1), 49–67. https://doi.org/10.1080/07380569.2018.1428001
Khlaif, Z. N. (2018b). Factors influencing teachers’ attitudes toward mobile technology integration in K-12. Technol. Knowl. Learn., 23(1), 161–175. https://doi.org/10.1007/s10758-017-9311-6
Khlaif, Z. N., & Salha, S. (2020). The Unanticipated Educational Challenges of Developing Countries in Covid-19 Crisis: A Brief Report. Interdiscip. J. Virtual Learn. Med. Sci., 11(2), 130–134. https://doi.org/10.30476/IJVLMS.2020.86119.1034
Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? Brit. J. Educ. Technol., 46(4), 725–738. https://doi.org/10.1111/bjet.12161
Mei, B., Brown, G. T. L., & Teo, T. (2018). Toward an understanding of preservice English as a foreign language teachers' acceptance of computer-assisted language learning 2.0 in the People's Republic of China. J. Educ. Comput. Res., 56(1), 74–104. https://doi.org/10.1177/0735633117700144
Mutlu, M. H. (2017). Unified theory of acceptance and use of technology: The adoption of mobile messaging application. Megatrend Revija, 14(1), 169–186. https://doi.org/10.5937/MegRev1701169M
Pedro, L. F. M. G., de Oliveira Barbosa, C. M. M., & das Neves Santos, C. M. (2018). A critical review of mobile learning integration in formal educational contexts. Int. J. Educ. Technol. High. Educ., 15(1), 10. https://doi.org/10.1186/s41239-018-0091-4
Salha, S., Affouneh, S., & Khlaif, Z. N. (2019). Palestinian perspective in digitalization of teacher professional development (TPD). Comenius Journal, 28, 41–43.
Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2017). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Comput. Hum. Behav., 72, 644–654. https://doi.org/10.1016/j.chb.2016.09.061
Shaqour, A. Z. (2014). Students' Readiness towards M-Learning: A Case Study of Pre-Service Teachers in Palestine. J. Educ. Soc. Res., 4(6), 19–26. https://doi.org/10.5901/jesr.2014.v4n6p19
Sharples, M., Milrad, M., Arnedillo, I., & Vavoula, G. (2009). Mobile Learning: Small devices, Big Issues. In N. Balacheff, S. Ludvigsen, T. d. Jong, A. Lazonder, & S. Barnes (Eds.), Technology Enhanced Learning: Principles and Products (pp. 233–249). Heidelberg: Springer. https://doi.org/10.1007/978-1-4020-9827-7_14
Shraim, K., & Crompton, H. (2015). Perceptions of Using Smart Mobile Devices in Higher Education Teaching: A Case Study from Palestine. Contemp. Educ. Technol., 6(4), 301–318. https://doi.org/10.30935/cedtech/6156
UNESCO. (2016). Incheon declaration and Framework for action for the implementation of Sustainable Development Goal 4. Towards inclusive and equitable quality education and lifelong learning opportunities for all. Education 2030. UNESCO. https://bit.ly/3rY0bwE
Traxler, J., Khaif, Z., Nevill, A., Affouneh, S., Salha, S., Zuhd, A., & Trayek, F. (2019). Living under occupation: Palestinian teachers’ experiences and their digital responses. Res. Learn. Technol., 27. https://doi.org/10.25304/rlt.v27.2263
Zhang, X., Lo, P., So, S., Chiu, D. K., Leung, T. N., Ho, K. K., & Stark, A. (2020). Medical students’ attitudes and perceptions towards the effectiveness of mobile learning: A comparative information-need perspective. J. Librariansh. Inf. Sci., 53(1), 116–129. https://doi.org/10.1177/0961000620925547
Shaqour, A., Salha, S., & Khlaif, Z. (2021). Students’ Characteristics Influence Readiness to Use Mobile Technology in Higher Education. Education in the Knowledge Society (EKS), 22, e23915. https://doi.org/10.14201/eks.23915
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