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An Investigation of Mobile Learning Readiness in Higher Education Based On The Theory of Planned Behavior

This document summarizes a research study that investigated college students' readiness for mobile learning based on the theory of planned behavior. The study explored factors affecting students' adoption of mobile learning and the relationships among those factors. It found that students' attitudes, perceptions of social norms, and perceived behavioral control all influence their decision to adopt mobile learning. Specifically, students who feel confident with mobile devices and find mobile learning useful and easy to use are more likely to adopt it. The study concludes by recommending that universities provide training and design mobile learning experiences that students perceive as useful and accessible in order to facilitate adoption.

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Eryan Adhi Nugroho
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32 views

An Investigation of Mobile Learning Readiness in Higher Education Based On The Theory of Planned Behavior

This document summarizes a research study that investigated college students' readiness for mobile learning based on the theory of planned behavior. The study explored factors affecting students' adoption of mobile learning and the relationships among those factors. It found that students' attitudes, perceptions of social norms, and perceived behavioral control all influence their decision to adopt mobile learning. Specifically, students who feel confident with mobile devices and find mobile learning useful and easy to use are more likely to adopt it. The study concludes by recommending that universities provide training and design mobile learning experiences that students perceive as useful and accessible in order to facilitate adoption.

Uploaded by

Eryan Adhi Nugroho
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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An investigation of mobile learning readiness in higher

education based on the theory of planned behavior


Jongpil Cheon , Sangno Lee, Steven M. Crooks, Jaeki Song

1. Introduction

Advancements in mobile technology are rapidly widening the scope of learning in areas outside of formal
education (i.e., informal learning) by allowing flexible and instance access to rich digital resources. Mobile
learning (m-learning) can also play a significant supplemental role within formal education.(Move 1 Step 1) The
potential benefits of m-learning have been widely touted from a range of purposes, including cost savings,
ubiquitous communications, study aids, and location-based services. For example, the U.S. government is
seeking to reduce costs by encouraging schools to transition from paper-based to digital textbooks within next
five years (Hefling, 2012). Students can communicate with other students and their instructors through text
messages.(Move 1 Step 2) Mobile device applications (i.e., Apps) can be used as study aids (e.g., anatomical
models of human organs for medical students) that students can access from virtually anywhere ( Young, 2011).
In addition, students are able to have relevant place-based information about nearby buildings or landmarks
with geolocation capability.(Move 1 Step 3) However, to realize these benefits, students must first adopt m-
learning. The availability of mobile devices does not guarantee their use in education; we must first assess
students’ readiness for mobile learning (Corbeil & Valdes-Corbeil, 2007; Keller, 2011).(Move 2 Step 1A) Despite
the impor- tance of the adoption of m-learning, very little research has been conducted concerning the factors
affecting the acceptance of m-learning by students in higher education.
Higher education students may be ready to adopt m-learning sooner than K-12 students because more college
students have their own mobile devices (Traxler, 2007). However, m-learning in higher education is still in the
early stages of development (Park, 2011). For instance, while many universities provide free Apps, their contents
are primarily non-instructional (e.g., news, event calendars, and maps). In order for m-learning to succeed in
higher education, it is necessary to understand the factors college students’ consider important in the adoption
of m-learning.(Move 2 Step 1B) To this end, the current study addressed two research questions:

1. What factors do college students consider important in the adoption of m-learning?


2. What is the relationship among those factors in higher education (Move 3 step 2)

The theory of planned theory (Ajzen, 1991) is used as a framework for exploring the factors affecting college students’
adoption of m- learning and the relationships among those factors. (Move 3 Step 4)
This study contributes to the literature in education in three ways. First, the adoption of m-learning is explored from a
multi-faceted perspective including attitude to m-learning, subjective norm, and perceived behavioral control. This
implies that university practi- tioners should consider these three factors before employing m-learning. Second, the
current study shows the relative importance of perceived behavior control (i.e., perceptions of internal and external
constraints on behavior) (Taylor & Todd, 1995) in the decision to adopt m-learning. That is, students who are confident
with mobile devices are likely to adopt m-learning. Therefore, universities need to provide students with training
opportunities about the basic functions and applications of m-learning technologies. Lastly, the current findings reveal
that usefulness and ease of use affect students’ attitude for adopting m-learning. Thus, to facilitate the acceptance of m-
learning, the learning environment should be perceived as useful and easy to use. A better understanding of the process
of m-learning adoption will help researchers and decision makers work together to implement proper strategies for m-
learning. (Move 3 Step 5)
This paper is organized in the following manner. First, the m-learning literature is reviewed followed by a discussion
of the research framework for the current study. Next, the research methodology is described, including a discussion of
the sample and the variables and their measurement. Finally, the results are presented, followed by a discussion of the
findings, important implications, and directions for future research. (Move 3 Step 7)

To cite the article:


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. Computers & education, 59(3), 1054-1064.

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