Preference and Readiness of Nursing Students for Mobile Learning

  • Kam Cheong Li
  • Linda Yin King Lee
  • Suet Lai Wong
  • Ivy Sui Yu Yau
  • Billy Tak Ming WongEmail author
Part of the Education Innovation Series book series (EDIN)


Nursing education stresses the importance of theoretical and practical integration. Teaching and learning activities occur both in classroom and clinical venue. Owing to these characteristics, nursing education has to be delivered in a flexible way and mobile learning appears to be a desirable means. In order to achieve effective learning outcome from mobile learning, one of the essential issues is to deliver mobile learning that meet the preferences and readiness of nursing students. This paper presents a survey which aimed to investigate the preference of nursing students for engaging in mobile learning and their readiness to adopt this learning mode. A convenience sample of 158 full-time undergraduate nursing students at The Open University of Hong Kong was recruited. Data were collected by a questionnaire. The survey results revealed that nursing students would like to access their learning materials anytime and anywhere. The nursing students considered ‘ease of reading’ and ‘ease of note-taking and highlighting’ as the most important factors that determined their use of electronic learning materials. They further considered ‘level of comfort in reading’, ‘portability’ and ‘input and output capabilities’ as the three most important factors in using a mobile device for learning. Among the different study topics, they highly preferred to have body systems and diseases as well as medical terminology to be provided in multimedia materials in the mobile device. Based on these findings, the challenges and opportunities of mobile learning in nursing education are discussed. Unique features of mobile learning for nursing education are suggested.


Mobile learning Nursing education M-learning readiness 



The work described in this paper was substantially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/FDS16/H10/14).


  1. Abas, Z. W., Chng, L. P., & Mansor, N. (2009). A study on learner readiness for mobile learning at Open University Malaysia. In Proceedings of IADIS international conference mobile learning 2009 (pp. 151–157). Barcelona, Spain.Google Scholar
  2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.CrossRefGoogle Scholar
  3. Baker, A., Dede, C., & Evans, J. (2014). The 8 essentials for mobile learning success in education. Qualcomm. Retrieved from
  4. Cheon, J., Sangno, L., 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, 1054–1064.CrossRefGoogle Scholar
  5. Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.CrossRefGoogle Scholar
  6. Hamat, A., Embi, M. A., & Hassan, H. A. (2012). Mobile learning readiness among UKM lecturers. Procedia-Social and Behavioral Sciences, 59, 406–410.CrossRefGoogle Scholar
  7. Hussin, S., Manap, M. R., Amir, Z., & Krish, P. (2012). Mobile learning readiness among Malaysian students at higher learning institutes. Asian Social Science, 8(12), 276–283.CrossRefGoogle Scholar
  8. Kenny, R. F., Park, C., Van Neste-Kenny, J. M., Burton, P. A., & Meiers, J. (2009). Using mobile learning to enhance the quality of nursing practice education. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 75–98). Athabasca, AB: Athabasca University Press.Google Scholar
  9. Kenny, R. F., Van Neste-Kenny, J. M., Burton, P. A., Park, C. L., & Qayyum, A. (2012). Using self-efficacy to assess the readiness of nursing educators and students for mobile learning. The International Review of Research in Open and Distributed Learning, 13(3), 277–296.CrossRefGoogle Scholar
  10. Koole, M. L. (2009). A model for framing mobile learning. Mobile Learning: Transforming the Delivery of Education and Training, 1, 25–47.Google Scholar
  11. Kukulska-Hulme, A., & Traxler, J. (2005). Mobile teaching and learning. In Mobile learning – A handbook for educators and trainers (pp. 25–44). London: Routledge.Google Scholar
  12. Lee, J. K. L., & Tsang, E. Y. M. (2006). Mobile learning support in patient care and clinical nursing education. In Proceedings of the international conference on ICT in teaching and learning (ICT 2006). Hong Kong, China.Google Scholar
  13. Parasuraman, A. (2000). Technology readiness index (TRI): A multiple-item scale to measure readiness to embrace new technologies. Journal of Service Research, 2(4), 307–320.CrossRefGoogle Scholar
  14. So, W. W. S. (2008). A study on the acceptance of mobile phones for teaching and learning with pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange, 1(1), 81–92.CrossRefGoogle Scholar
  15. UNESCO. (2012). Mobile learning and policies: Key issues to consider. Paris: Author.Google Scholar
  16. Uzunboylu, H., & Ozdamli, F. (2011). Teacher perception for m-learning: Scale development and teachers’ perceptions. Journal of Computer Assisted Learning, 27(6), 544–556.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Kam Cheong Li
    • 1
  • Linda Yin King Lee
    • 2
  • Suet Lai Wong
    • 2
  • Ivy Sui Yu Yau
    • 2
  • Billy Tak Ming Wong
    • 1
    Email author
  1. 1.University Research CentreOpen University of Hong KongHong KongChina
  2. 2.Division of Nursing and Health StudiesOpen University of Hong KongHong KongChina

Personalised recommendations