An Empirical Analysis of the Determinants of Mobile Instant Messaging Appropriation in University Learning

Autor/inn/en	Bere, Aaron; Rambe, Patient
Titel	An Empirical Analysis of the Determinants of Mobile Instant Messaging Appropriation in University Learning
Quelle	In: Journal of Computing in Higher Education, 28 (2016) 2, S.172-198 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-016-9112-2
Schlagwörter	Synchronous Communication; Computer Oriented Programs; Higher Education; Technology Uses in Education; Usability; Electronic Learning; Technology Integration; Technological Advancement; Foreign Countries; Educational Technology; Computer Mediated Communication; Statistical Analysis; Learner Controlled Instruction; Least Squares Statistics; Statistical Significance; Computer Attitudes; South Africa + Suchen Sie Ihr Suchwort? Computerprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Ausland; Unterrichtsmedien; Computerkonferenz; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research on technology adoption often profiles device usability (such as perceived usefulness) and user dispositions (such as perceived ease of use) as the prime determinants of effective technology adoption. Since any process of technology adoption cannot be conceived out of its situated contexts, this paper argues that any pre-occupation with technology acceptance from the perspective of device usability and user dispositions potentially negates enabling contexts that make successful adoption a reality. Contributing to contemporary debates on technology adoption, this study presents flexible mobile learning contexts comprising cost (device cost and communication cost), device capabilities (portability, collaborative capabilities), and learner traits (learner control) as antecedents that enable the sustainable uptake of emerging technologies. To explore the acceptance and capacity of mobile instant messaging systems to improve student performance, the study draws on these antecedents, develops a factor model and empirically tests it on tertiary students at a South African University of Technology. The study involved 223 national diploma and bachelor's degree students and employed partial least squares for statistical analysis. Overall, the proposed model displayed a good fit with the data and rendered satisfactory explanatory power for students' acceptance of mobile learning. Findings suggest that device portability, communication cost, collaborative capabilities of device and learner control are the main drivers of flexible learning in mobile environments. Flexible learning context facilitated by learner control was found to have a positive influence on attitude towards mobile learning and exhibited the highest path coefficient of the overall model. The study implication is that educators need to create varied learning opportunities that leverage learner control of learning in mobile learning systems to enhance flexible mobile learning. The study also confirmed the statistical significance of the original Technology Acceptance Model constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01