Adoption of Mobile Applications for Teaching-Learning Process in Rural Girls' Schools in India: An Empirical Study

Autor/inn/en	Chatterjee, Sheshadri; Majumdar, Dipasree; Misra, Sanjay; Damaševicius, Robertas
Titel	Adoption of Mobile Applications for Teaching-Learning Process in Rural Girls' Schools in India: An Empirical Study
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.4057-4076 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10168-6
Schlagwörter	Technology Integration; Electronic Learning; Teaching Methods; Learning Processes; Rural Schools; Females; Foreign Countries; Technology Uses in Education; Handheld Devices; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Weibliches Geschlecht; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Indien
Abstract	The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls' school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls' school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls' schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01