Development and Validation of Teachers Mobile Learning Acceptance Scale for Higher Education Teachers

Development and Validation of Teachers Mobile Learning Acceptance Scale for Higher Education Teachers

Niti Mittal (Department of Humanities and Social Sciences, Jaypee Institute of Information Technology, Noida, India), Monica Chaudhary (Department of Humanities and Social Sciences, Jaypee Institute of Information Technology, Noida, India) and Shirin Alavi (Department of Humanities and Social Sciences, Jaypee Institute of Information Technology, Noida, India)
Copyright: © 2017 |Pages: 23
DOI: 10.4018/IJCBPL.2017010106
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Abstract

Technological advancements in mobile devices coupled with their increased use in informal and formal learning at an individual level have forced academicians to implement full-scale mobile learning in higher education. However, its full-scale implementation can be achieved if the perception and attitude towards its acceptance are studied from the viewpoint of higher education teachers. This exploratory study begins with the identification of potential determinants of mobile learning acceptance. Thereafter, Teachers Mobile Learning Acceptance Scale was developed based on the explored factors. There is no available instrument so far that encompasses important factors for determining acceptance of mobile learning by higher education teachers in ‘one go'. This instrument serves to be a comprehensive measure of teacher's acceptance of mobile learning. Two new factors ‘teacher authority and privacy' and ‘motivational factors for students' have been added. Although these factors have not been addressed in the past research, yet they play a significant role when considered from teachers' perspective. This instrument depicts a high level of content validity and reliability.
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Rationale Of The Study

Effective decisions regarding the role and application of mobile learning in the educational system must incorporate stakeholders’ perceptions and requirements. The important stakeholders of education are students, teachers, and university administration. Each group holds different perspective towards mobile learning and its feasibility. Their perceptions of the usefulness and applications of mobile learning will likely vary. Their willingness to accept mobile devices in support of learning will also likely vary. It is thus crucial to investigate user requirements before a system is implemented. University administrators need to incorporate student and faculty perceptions. The scope of this research will focus on the teachers’ perceptions and preferences in connection with the acceptance of mobile learning. In higher education, the success of mobile learning depends upon teachers’ acceptance of the technology, therefore; teacher’s acceptance should be a key concern for administrators in the implementation of mobile learning. The previous research on teachers’ acceptance towards technology largely focuses on the acceptance of ICT tools in general. There is a dearth of studies which specifically focus on technology acceptance with respect to mobile learning. So it becomes imperative to study the factors that determine mobile learning acceptance by higher education teachers. And to measure the acceptance level, a standardized instrument is required. This study aims at achieving both the objectives systematically.

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