EXAMINING STUDENTS' READINESS FOR MOBILE LEARNING: EFFECTS OF MOBILE PHONE SELF-EFFICACY AND INTERNET SELF-EFFICACY (original) (raw)
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Investigating Students' Self-Efficacy and Attitudes Towards the Use of Mobile Learning
Nowadays, mobile learning (m-learning) presents new and powerful opportunities for effective teaching and learning. Two significant factors that serve in understanding if students accept m-learning technology are self-efficacy and attitudes towards m-learning usage. For this purpose, the present study investigated vocational college students' self-efficacy and attitudes towards the use of m-learning. The study also examined how some core factors, including gender, prior mobile learning experience and academic major have played a role in students' self-efficacy and attitudes towards using m-learning. Researcher used two surveys that was completed by a sample of students at the Erzurum Vocational School, Ataturk University. The first scale, Computer Self-Efficacy Measure (CEM), was adapted Compeau and Higgins (1995) modified specifically in regards to mobile learning context. The second scale, m-learning attitudes scale, was adapted Al-Emran, Elsherif, and Shaalan (2015). The results revealed that students' level of self-efficacy, in general, had moderate and the majority of students had positive attitudes towards using m-learning. Statistically significant differences in students' self-efficacy towards m-learning based on prior mobile learning experience and academic majör were found. Gender differences existed only in the students' attitudes, with the male students having more positive perspectives towards m-learning usage than the female students.
SA Journal of Information Management, 2021
'm-learning is described as using mobile technologies to facilitate learning'. Mobile learning (m-learning) is defined as a 'form of e-learning that specifically uses mobile devices to integrate with ubiquitous computing technologies to deliver learning contents and supports' (Hwang & Chang 2011). Hwang and Chang's (2011) definition is adopted for this study as it contained the researcher's view of m-learning. Mobile learning makes it possible for students to communicate, interact and behave amongst each other with the aid of mobile devices. Mobile devices that allow m-learning include smartphones, MP3 and MP4 devices, personal digital assistants (PDAs), tablet computers and other portable devices. Generally, m-learning can be viewed as any form of learning that takes place when mediated through a mobile device (Hwang & Tsai 2011). In an m-learning setting, knowledge can be conveyed via portable devices. The use of m-learning devices have changed the way students learn as it reinforces communication amongst teachers and students, supports several multimedia tools and inspires individual learning (Cromptona & Burkeb 2018). Mobile learning places emphasis on the fact that the teaching and learning process can take place without being constrained by time and location (Al-Hunaiyyan, Alhajri & Al-Sharhan 2018). It is said to increase students' motivations and achievement (Hwang & Chang 2011; Liaw, Hatala & Huang 2010). In addition, it allows 'learners to have access to learning contents such as learning materials and conduct personalised curriculum sequencing according to their learning needs' (Hwang & Chang 2011). Hence, 'mobile devices technologies are Background: Mobile learning (m-learning) has been recognised as an essential educational technology component in higher education. The use of mobile devices and the prospect to learn irrespective of time and place make mobile learning an important tool for students. Many studies have been conducted because of the importance of m-learning in advancing teaching and learning but few published scholarly studies have focused on perception and mobile self-efficacy. Objectives: The study's objective is to assess students' perception and self-efficacy towards mobile learning at the University of Zululand. Method: The study adopted a descriptive survey method and a stratified random sampling technique was used to select 200 undergraduate students from the four faculties for the study. Data were collected using questionnaire. Statistical tools such as frequency count and simple percentage were employed in analysing the collected data. Results: WhatsApp, Facebook and YouTube are the top three social media applications mostly used by the students. Results showed that the students have positive perceptions towards m-learning and possess the confidence needed in using m-learning solutions. Conclusion: Perception and mobile self-efficacy towards m-learning technology are important factors that help in determining whether or not students are ready to use m-learning. Hence, this study focuses on investigating the perception and self-efficacy of undergraduate students at the University of Zululand towards m-learning. Therefore, the study concludes that the University management fully integrates m-learning solutions to its academic programmes to enhance the quality of teaching and learning.
Teachers' Perceived Self-Efficacy for Mobile Teaching and Learning
Revista Romaneasca Pentru Educatie Multidimensionala, 2020
In the context of the pandemic generated by the COVID-19 (SARS-CoV-2), the global education system is currently facing an unprecedented situation which has proven to be difficult to be managed - closing schools and identifying alternative on-line methods in order to continue the educational process Therefore, teachers, students and parents have become actors playing new roles to which they have to adapt as well and fast as possible Innovative solutions, good practices, teaching staff creativity and a receptive attitude are fully used and exploited The way in which the lessons, the strategies and the instruments used in teaching, learning and assessment are developed has to relate to a series of variables: digital skills - competences of teachers and students, their attitude toward modern available technological means, ways for customizing the instructive process and learning conditions The teachers have to turn students into trustworthy and responsible parties, as active partners in...
Smartphone Habits and Behaviors in Supporting Students Self-Efficacy
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The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affe...
Procedia - Social and Behavioral Sciences, 2012
Mobile learning, or M-learning, has become a new educational paradigm, gaining popularity especially at institutions of higher learning in Malaysia. Using the latest technology in M-learning, students are able to choose when and where they wish to learn anything. The main aim of this study was to assess learners' self-efficacy, readiness and personal innovativeness towards Mobile learning. This study also examined the relationship between learners' selfefficacy and readiness towards M-learning with learners' perception of the effectiveness of M-learning. The respondents in this study were 137 trainee teachers who had enrolled in various education programs at the Faculty of Educational Studies, University Putra Malaysia. The findings of this study indicated that the respondents had a high level of personal innovativeness and mobile readiness. However, their level of mobile self-efficacy was only moderate.
High school pupils' attitudes and self-efficacy of using mobile devices
This paper regards a study aiming to investigate junior high school pupils' attitudes and self-efficacy of using mobile devices. A 25-item questionnaire was administered to 260 pupils aged 12-15 years old, in Greece. Pupils' attitudes were positive, and four factors were extracted, " perceived usefulness " , " affection " , " perceived control " and " behaviour ". Regarding pupils' self-efficacy, one factor was revealed and this was significantly correlated with all attitude factors. Most of the pupils (over 87%) expressed high self-efficacy in using mobile devices. Higher self-efficacy was linked to positive perspectives and feelings, to greater willingness to use mobile devices, and to favorable perceptions towards their independent control. It is suggested to describe pupils' attitudes of using mobile devices with respect to discrete dimensions. Gender or age differences in attitudes were very small. The mobile devices attitudes and self-efficacy questionnaire is suggested to be used with other adolescent populations of different countries, in order to reveal possible similarities and differences.
Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes
Script Journal: Journal of Linguistics and English Teaching, 2021
Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyze...
Conference: 2017 4th Asia-Pacific World Congress on Computer Science and Engineering (APWC on CSE), 2017
The use of mobile devices for learning is gaining popularity in the Pacific region. This new educational paradigm referred to as mobile learning or m-learning enables students to learn at their own pace and time. With the rapid growth of this new paradigm and adoption by higher education institutes in the learning and teaching pedagogy, it is important that the students ICT competency and mobile learning readiness is known. Therefore, this case study investigates the secondary school student’s ICT competency and mobile learning readiness in the Pacific Islands. The findings of this study indicated that the students had moderate ICT competency however they were ready to learn with mobile devices. In addition to this, a significant number of students have already begun to use their mobile devices for learning purpose.
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As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools—both personally and professionally. Research has consistently shown that teachers’ underlying beliefs and attitudes (particularly their self-efficacy beliefs) are key elements that influence use and integration of digital technologies in the classroom. In this paper, changes to and factors influencing teachers’ mobile digital technology self-efficacy beliefs, and their subsequent classroom use of devices, are examined in the context of a one-to-one iPad mini device programme in an international school. Results indicate that all of the teacher participants reported an increase in the use of the iPad mini in the classroom, partly as a result of students’ development of collective efficacy. As well as this collective efficacy, which supported the increase...
Revista Romaneasca pentru Educatie Multidimensionala, 2020
In the context of the pandemic generated by the COVID-19 (SARS-CoV-2), the global education system is currently facing an unprecedented situation which has proven to be difficult to be managed-closing schools and identifying alternative on-line methods in order to continue the educational process. Therefore, teachers, students and parents have become actors playing new roles to which they have to adapt as well and fast as possible. Innovative solutions, good practices, teaching staff creativity and a receptive attitude are fully used and exploited. The way in which the lessons, the strategies and the instruments used in teaching, learning and assessment are developed has to relate to a series of variables: digital skills-competences of teachers and students, their attitude toward modern available technological means, ways for customizing the instructive process and learning conditions. The teachers have to turn students into trustworthy and responsible parties, as active partners in the process of their own formation. The proposed research aims to identify-from the psychological point of view-the perceived self-efficacy among teachers in relation to the use of mobile technology in education, in the context of working just from home. The sample of the research consisted on 125 teachers, having different ages and background in Science and Technology, who carry out educational activities both in urban and rural areas.