Mobile Learning Design pp 111-126
Mobile Technology and Interactive Lectures: The Key Adoption Factors
Lecture classes are fundamental and essential for teaching and learning in higher education. The objective of this study is to investigate adoption factors for promoting interactive lectures in higher education from reviews of technology acceptance models, motivational factors, and cultural dimension theory. The study aims to elicit key factors influencing mobile technology adoption in the classrooms as an interaction tool, focusing on the notion of communication barriers caused by classes with large number of students. Survey involving higher education students enrolled in academic courses in Malaysia was conducted with a sample size of 396. Factor analysis produced three key factors: User system perception (USP), system and information quality (SIQ) and user uncertainty avoidance (UUA). Results of regression analysis revealed UUA as the strongest significant predictor of adoption (beta = −0.225, p < 0.001), and a high proportion of UUA was strongly explained by USP (r = −0.513) and SIQ (r = −0.537). This study underscores the need for researchers to further explore blended learning pedagogies using mobile technology.
- Balakrishnan, V., & Gan, C. L. (2013). Mobile wireless technology and its use in lecture room environment: An observation in Malaysian Institutes of higher learning. International Journal of Information and Education Technology, 3(6), 635–637.Google Scholar
- Calisir, F., Altin Gumussoy, C., Bayraktaroglu, A. E., & Karaali, D. (2014). Predicting the intention to use a web-based learning system: Perceived content quality, anxiety, perceived system quality, image, and the technology acceptance model. Human Factors and Ergonomics in Manufacturing and Service Industries, 24(5), 515–531.CrossRefGoogle Scholar
- Chen, T. L., & Lan, Y. L. (2013). Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry. Australasian Journal of Educational Technology, 29(1).Google Scholar
- Chickering, Arthur W., & Gamson, Zelda F. (1987). Seven principles for good practice in undergraduate education. New Direction for Teaching and Learning, 47, 1–7.Google Scholar
- Dobson-Mitchell, S. (2011). Are big classes really a problem? Retrieved November 10, 2014, from http://oncampus.macleans.ca/education/2011/12/16/are-big-classes-really-a-problem/.
- Geske, J. (1992). Overcoming the drawbacks of the large lecture class. College Teaching, 40(4), 151–154.Google Scholar
- Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.): McGraw-Hill.Google Scholar
- Huang, Y. M., Liu, C. H., Huang, Y. M., & Yeh, Y. H. (2014). Adopt technology acceptance model to analyze factors influencing students’ intention on using a disaster prevention education system. In Advanced technologies, embedded and multimedia for human-centric computing (pp. 197–202). Springer Netherlands.Google Scholar
- Krause, K. (2005). Understanding and promoting student engagement in university learning communities. Paper presented at the Sharing Scholarship in Learning and Teaching: Engaging Students, James Cook University, Townsville/Cairns, Queensland. http://learningspaces.edu.au/herg/assets/resources/StudengKrause.pdf.
- Mohamed, A. H. H., Tawfik, H., Al-Jumeily, D., & Norton, L. (2011, December). MoHTAM: A technology acceptance model for mobile health applications. In Developments in E-systems Engineering (DeSE), 2011 (pp. 13–18). IEEE.Google Scholar
- Tan, C. W., Benbasat, I., & Cenfetelli, R. T. (2013). IT-mediated customer service content and delivery in electronic governments: An empirical investigation of the antecedents of service quality. MIS Quarterly, 37(1), 77–109.Google Scholar
- Tesch, F., Coelho, D., & Drozdenko, R. (2011). The relative potency of classroom distracters on student concentration: We have met the enemy and he is us*. Paper presented at the ASBBS Annual Conference, Las Vegas.Google Scholar
- Venema, S., & Lodge, J. M. (2013). Capturing dynamic presentation: Using technology to enhance the chalk and the talk. Australasian Journal of Educational Technology, 29(1).Google Scholar
- Wixom, B. H., & Todd, P. A. (2005). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research, 16(1), 85–102.Google Scholar
- Yoo, S. J., & Huang, W. H. D. (2011). Comparison of Web 2.0 technology acceptance level based on cultural differences. Educational Technology and Society, 14(4), 241–252.Google Scholar