Poster presentation @ saudi_conference

1. Members’ Adoption of Mobile Learning at Higher Education
By: Leena Ahmad Alfarani, ml09laka@leeds.ac.uk
The supervisors: Dr. Maggie McPherson and Dr. Neil Morris
@ University of Leeds
Introduction
Mobile learning technologies help the students to engage in learning whenever and wherever it is appropriate for them as
they are able to access resources and to communicate using these from numerous locations (Mediano et al., 2009). MLearning is often perceived as providing strong support for self-directed learning, having the ability to enhance learning in
different contexts and to encourage learning in and formal frameworks (Cheung et al., 2011). As m-learning is in its infancy
in Saudi Arabia, understanding user-acceptance of it is crucial, because modern technology cannot improve education if it is
not successfully adopted.
Purpose of the Study
The primary purpose of this study is to examine the faculty perceptions of the acceptance or rejection of using Mobile
Learning (M-Learning) in a face to face mode, which affects the dissemination of the M-Learning culture in the Saudi
Arabia, particularly those factors relating to attitudes and pedagogy, the society culture, and technology.
Statement of the Problem
* Saudi teachers do not use selfdirected
learning
in
their
classrooms, which impacts negatively
on students' skills and progress (Al
Saadat, 2006).
* Lecture-based classes also represent
the standard pedagogical approach in
Saudi universities (Alebaikan, 2010).
* The traditional approaches to
teaching and learning do not fit with
the aspirations of 21st Century
learners
(Kukulska-Hulme
and
Jones, 2011).
* Saudi universities are severely
lacking
in
ICT
infrastructure
(Alebaikan, 2010).
* There is still no systematic study of
why M-Learning has not been adopted
by higher education faculty members
in Arab countries. Thus, there is an
urgent need to investigate the
determinants for higher education
faculty use of handheld mobile
devices in blended learning in Saudi
Arabia.
Research Questions
The main research question of this study is:
How does Saudi culture influence
faculty members’ adoption of mobile
learning
in
Saudi
higher
education, and is gender an important
factor for its uptake within this
constituency?
Research sub-questions
1. In what ways are teachers currently
using mobile learning with their
students? How do teachers perceive
the future of mobile learning?
2. Which of the following independent
variables (if any) are significant
predictors of the behavioural intention
to use mobile learning: performance
expectancy, effort expectancy, social
influence,
facilitating
conditions, observability, trialability, v
oluntariness of use, and resistance to
change?
3. Why faculty members may accept
or reject the use of mobile learning?
60
50
SA
40
30
A
20
N
10
D
0
It is useful
Dealing with
The lack of The traditional
using mobile mobile learning
ICT
teaching
learning
is
infrastructure methods are not
technology in understandable. limits the
fit with the
my teaching.
integration of requirements of
new technology the digital age.
into my
teaching.
SD
Research Methodology
This case study uses a mixed approach
(Sequential Quantitative-Qualitative
research designs). The research
sample is all the faculty members at
King Abdulaziz University in Saudi
Arabia. They will be invited to
participate in an online survey for the
quantitative part and in interviews for
the qualitative part of this research.
The conceptual framework for this
research study
Two theories will be used to explore the
current state of m-learning’s use – the Unified
Theory of Acceptance and Use of Technology
(UTAUT, Venkatesh et al., 2003), and the
Diffusion of Innovation Theory (DIT;
Rogers, 2003).
The results
64% Female, 36% Male from
different departments & different
academic background completed
an online survey. For more
information about the results,
scan the QR code.
The importance of this work
As this research is still in progress, the conclusion cannot be fully
drawn. However, the importance and contribution of this research
could be illustrated.
The introduction of m-learning opportunities will help Saudi
universities move away from formal classroom education towards
teaching and learning that does not require classrooms. It will help
Saudi universities to develop effective and reliable blended learning
programmes by revealing faculty perceptions about the positives and
negatives associated with using M-Learning.