Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689274
Title: Exploring the influences on faculty members' adoption of mobile learning at King Abdulaziz University, Saudi Arabia
Author: Alfarani, Leena Ahmad K.
ISNI:       0000 0004 5918 4318
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2016
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Abstract:
The primary objective of this study is to explore the perceptions and attitudes of faculty members within King Abdulaziz University in Saudi Arabia regarding various factors that may influence their current and future use of mobile devices for teaching and learning purposes. The UTAUT and DIT theories were both utilised in this study along with two external constructs. This research employs a sequential online mixed methods approach, using quantitative statistics to illuminate qualitative findings. The sample of survey data consists of responses to 279-response online and paper-based survey. Online interviews were conducted with twenty faculty members, which added in-depth information to the research findings. This research reveals that performance expectancy, effort expectancy, social influence, facilitating conditions, perceived trialability, perceived social norms, and resistance to change were all statistically significant, and had a direct impact on faculty members’ perceptions about using m-learning, both now and in the future. However, in estimating the unique independent effect of each of the potential predictors on the faculty intention in relation to current and future use of m-learning, the results indicated that facilitating conditions, perceived trialability and perceived social norms were more likely than the other factors to influence respondent-preferences relating to their use of m-learning. In addition, the study revealed that mobile device usage was the only significant predictor from the personal characteristics of faculty members regarding the behavioural intention to use mobile learning. The current work attempts to design a unique theoretical framework and suggests that it is worthwhile for higher education institutions to review and assess the factors that are proposed to have significant impacts on faculty members’ intentions to adopt and accept m-learning in their current and future practice, as well as to look at the solutions offered as guidance for the mobile learning programme before embarking on its application.
Supervisor: McPherson, Maggie ; Morris, Neil Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.689274  DOI: Not available
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