Education delivery by mobile devices enables anywhere / anytime learning. Mobile learning has the potential to allow students to more closely integrate learning activities into their busy lives. At this early stage in its development, this is an opportune time to initiate a stream of research that examines the adoption of m-learning applications. This study determines the key factors influencing the behavioural intention for adoption of mobile learning. Several external variables are incorporated into the Technology Acceptance Model and tested in six New Zealand universities. Six of the seven variables – self-efficacy, perceived usefulness, subjective norm, attitude, perceived ease of use, and perceived financial resources were accepted. Prior use of e-learning was not accepted and reasons for this are explored in the study.

/pdf/factors-influencing-the-adoption-of-mobile-learning-25cmtbnw6i.pdf

Factors Influencing the Adoption of Mobile Learning

With the ever-increasing integration of online learning (or e-learning) into university courses, there is strong need for practical guidelines and recommendations to facilitate the development and delivery of pedagogically effective e-learning environments. An investigation by Siragusa (2005) examined factors which make for effective instructional design principles and learning strategies for higher education students studying within these learning environments. Surveys were administered to students and lecturers in Western Australian universities which revealed numerous areas of students’ e-learning experiences which they had perceived as being successful and those needing improvements. This paper presents a model containing 24 sets of recommendations that were developed from the study’s survey findings. The 24 recommendations accommodate the varying pedagogical needs of learners as well as modes of course delivery. For each recommendation, a pedagogical dimension is presented to illustrate the pedagogical needs and instructional requirements. These 24 dimensions, which are grouped within nine main sections, highlight the decisions which need to be made during the instructional analysis, design, delivery and evaluation phases of e-learning environments in higher education in order to optimise their pedagogical quality. Keywords:

Designing quality e-learning environments for higher education

Mobile devices are everywhere and mobile learning (m-learning) has emerged as a potential educational environment to support learning. Mobile tools immerse in the learning environment and surround the educators, the students and the environment they operate in. These tools can be directly integrated in classroom activities in order to enhance and promote new ways of teaching and learning. The purpose of this research work is to evaluate the viability of integrating mobile technology into the teaching and learning processes in higher education from the faculty perspective. The study focuses on faculty members working in private colleges in Cyprus, and is guided by the following research objectives: to determine the general knowledge of faculty members on mobile technologies and learning, to explore the perceptions of educators regarding mobile technology integration, to determine the current level of educators' (from different disciplines) knowledge on mobile technologies, to measure the degree in which educators are willing to integrate mobile devices in their classroom practices, to identify the factors that influence mobile technology integration in education, and to propose a strategy for the introduction of m- learning integration. To address the above, a mixed method approach is employed [1, 2]. The study makes use of both quantitative and qualitative data. The purpose of this mixed method is to use "qualitative results to assist in explaining, interpreting and further examining the findings of the quantitative study" [1]. The results of this work allow for determining the viability of integrating mobile devices in education from the educators' perspective. This preliminary research paper is the foundation of a series of papers to investigate the feasibility of integrating mobile devices in the classrooms. The results of the study provide the foundation of examining the feasibility of mobile integration in other formal, non-formal or informal educational settings, countries and levels.

Viability of Mobile Devices Integration in Higher Education: Faculty Perceptions and Perspective

This research study aimed to evaluate the impact that technology could have on the development of language skills of English Second Language (ESL) college students. The importance of this topic was underlined in the comprehensive literature review that highlighted the existing debate between computer technology being a vital aid and helpful in the ESL classroom. This study focused on obtaining the student perspective concerning the use of technology and how technology may impact the learning process. A survey with Lkert scale questions and three open-ended questions were used in the study. The 50 student participants were gathered from Cleveland State University and were all ESL students and had access to technology. The survey consisted of nine questions. In the survey, there were three different sections of questions. The first section was about the frequency of technology use in ESL classes. The choices were (daily, a few times a week, about week, a few times a month, about monthly, a few times a year, and never). The second section was about how using technologies tools helped in ESL. The choices were (very helpful, somewhat helpful, little helpful and not helpful at all). A Likert Scale of 1–4, with 4 having the highest value was used in the survey. The third section of the survey consisted of three open-ended questions about the attitudes and opinions of the students using technologies in their ESL learning.

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Attitudes towards the use of technology among college students who study english as a second language (esl)

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Factors Influencing the Adoption of Mobile Learning

Designing quality e-learning environments for higher education

Viability of Mobile Devices Integration in Higher Education: Faculty Perceptions and Perspective

Attitudes towards the use of technology among college students who study english as a second language (esl)

Active Learning for Engineering/Technical Graphics Online Environments

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