Education Journal

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Research on the Influence Factors of the University Teachers' Mobile-learning

Received: Nov. 02, 2019    Accepted:     Published: Dec. 12, 2019
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Abstract

Mobile-learning is not limited by time and place, it has a lot of advantages compared with traditional learning methods, so it has become a hot spot of education model reform. Teachers are also trying and researching on mobile-learning assisted instruction. However, the current research on mobile-learning mainly focuses on the students' users. In contrast, the behavior habits and use intentions of teachers' assisted instruction are very different, and teachers have a great impact on the use intentions of students' mobile-learning. In this study, through combing the theoretical literature of mobile-learning influencing factors, we use TAM model to build a mobile-learning influencing factor model, and put forward the corresponding research hypothesis. On the basis of this model, a questionnaire about the influencing factors of mobile-learning for university teachers is designed. The relevant data obtained from the questionnaire are analyzed by SPSS and Amos data analysis software. Through the analysis, it is concluded that perceived usefulness, perceived ease of use, resource optimization, future teaching tendency and social impact all have an impact on teachers' willingness to use mobile-learning, and relevant suggestions are putted forward.

DOI 10.11648/j.edu.20190806.29
Published in Education Journal ( Volume 8, Issue 6, November 2019 )
Page(s) 359-366
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mobile-learning, Technology Acceptance Model, Structural Equation Model

References
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[2] Zhou, Li. Blended mobile learning in theatre arts classrooms in higher education [J]. Innovations in Education and Teaching International, 2019, 56 (3), pp. 25-31.
[3] Deniz Mertkan Gezgin. The Effect of Mobile Learning Approach on University Students' Academic Success for Database Management Systems Course [J]. International Journal of Distance Education Technologies (IJDET), 2019, 17 (1), pp. 21-32.
[4] Liu Gang, Hu Shuixing, Gao Hui. Micro change of mobile learning and its countermeasures [J]. Modern Education Technology 2014, 24 (02), pp. 34-41.
[5] Zhu Xuewei, Zhu Yu, Xu Xiaoli. Research and design of mobile learning platform supported by wechat [J]. Distance Education in China, 2014 (04), pp77-83.
[6] Wang cixiao, Dong Qian, Wu Feng. Meta analysis of the impact of mobile learning on learning outcomes [J]. Distance Education Journal, 2018, 36 (02), pp 67-75.
[7] Sun Chui, Ao Jianhua, Sheng Xue Feng. "Ubiquitous" teaching mode in Internet + environment [J]. computer education. 2019 (04), pp. 125-128+140.
[8] Jing Hui, Zhang Yi, Zhou Gang. Mobile learning hybrid model research [J]. Journal of Jishou University (SOCIAL SCIENCES EDITION), 2018, 39 (S1), pp. 134-137.
[9] Shakeel Iqbal, Dr. Zeeshan Ahmed Bhatti. An Investigation of UniversityStudent Readiness towards M-learning using Technology Acceptance Model [J]. International Review of Research in Open and Distributed Learning, 2015, 16 (4), pp. 454-466.
[10] Hossein Mohammadi. Social and individual antecedents of m-learning adoptionin Iran [J]. Computers in Human Behavior, 2015, 3 (49), pp. 191–207.
[11] Chung, H. H., Chen, S. C., & Kuo, M. H. A study of efl college stu-dents’acceptance of mobile learning. Procedia - Social and Behavioral Scien-ces, 2015, 176. pp. 333-339.
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  • APA Style

    Enyan Wang, Dequan Zheng. (2019). Research on the Influence Factors of the University Teachers' Mobile-learning. Education Journal, 8(6), 359-366. https://doi.org/10.11648/j.edu.20190806.29

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    ACS Style

    Enyan Wang; Dequan Zheng. Research on the Influence Factors of the University Teachers' Mobile-learning. Educ. J. 2019, 8(6), 359-366. doi: 10.11648/j.edu.20190806.29

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    AMA Style

    Enyan Wang, Dequan Zheng. Research on the Influence Factors of the University Teachers' Mobile-learning. Educ J. 2019;8(6):359-366. doi: 10.11648/j.edu.20190806.29

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  • @article{10.11648/j.edu.20190806.29,
      author = {Enyan Wang and Dequan Zheng},
      title = {Research on the Influence Factors of the University Teachers' Mobile-learning},
      journal = {Education Journal},
      volume = {8},
      number = {6},
      pages = {359-366},
      doi = {10.11648/j.edu.20190806.29},
      url = {https://doi.org/10.11648/j.edu.20190806.29},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20190806.29},
      abstract = {Mobile-learning is not limited by time and place, it has a lot of advantages compared with traditional learning methods, so it has become a hot spot of education model reform. Teachers are also trying and researching on mobile-learning assisted instruction. However, the current research on mobile-learning mainly focuses on the students' users. In contrast, the behavior habits and use intentions of teachers' assisted instruction are very different, and teachers have a great impact on the use intentions of students' mobile-learning. In this study, through combing the theoretical literature of mobile-learning influencing factors, we use TAM model to build a mobile-learning influencing factor model, and put forward the corresponding research hypothesis. On the basis of this model, a questionnaire about the influencing factors of mobile-learning for university teachers is designed. The relevant data obtained from the questionnaire are analyzed by SPSS and Amos data analysis software. Through the analysis, it is concluded that perceived usefulness, perceived ease of use, resource optimization, future teaching tendency and social impact all have an impact on teachers' willingness to use mobile-learning, and relevant suggestions are putted forward.},
     year = {2019}
    }
    

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    Y1  - 2019/12/12
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    AB  - Mobile-learning is not limited by time and place, it has a lot of advantages compared with traditional learning methods, so it has become a hot spot of education model reform. Teachers are also trying and researching on mobile-learning assisted instruction. However, the current research on mobile-learning mainly focuses on the students' users. In contrast, the behavior habits and use intentions of teachers' assisted instruction are very different, and teachers have a great impact on the use intentions of students' mobile-learning. In this study, through combing the theoretical literature of mobile-learning influencing factors, we use TAM model to build a mobile-learning influencing factor model, and put forward the corresponding research hypothesis. On the basis of this model, a questionnaire about the influencing factors of mobile-learning for university teachers is designed. The relevant data obtained from the questionnaire are analyzed by SPSS and Amos data analysis software. Through the analysis, it is concluded that perceived usefulness, perceived ease of use, resource optimization, future teaching tendency and social impact all have an impact on teachers' willingness to use mobile-learning, and relevant suggestions are putted forward.
    VL  - 8
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Author Information
  • School of Economics and Management, Harbin Institute of Technology at Weihai, Weihai, China

  • School of Economics and Management, Harbin Institute of Technology at Weihai, Weihai, China; School of Management, Harbin Institute of Technology, Harbin, China

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