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Student Perceptions and Uses of Wireless Handheld Devices: Implications for Implementing Blended and Mobile Learning in an Australian University

Student Perceptions and Uses of Wireless Handheld Devices: Implications for Implementing Blended and Mobile Learning in an Australian University

Raj Gururajan, Abdul Hafeez-Baig, P. A. Danaher, Linda De George-Walker
Copyright: © 2012 |Pages: 16
ISBN13: 9781613501016|ISBN10: 1613501013|EISBN13: 9781613501023
DOI: 10.4018/978-1-61350-101-6.ch512
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MLA

Gururajan, Raj, et al. "Student Perceptions and Uses of Wireless Handheld Devices: Implications for Implementing Blended and Mobile Learning in an Australian University." Wireless Technologies: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2012, pp. 1323-1338. https://doi.org/10.4018/978-1-61350-101-6.ch512

APA

Gururajan, R., Hafeez-Baig, A., Danaher, P. A., & De George-Walker, L. (2012). Student Perceptions and Uses of Wireless Handheld Devices: Implications for Implementing Blended and Mobile Learning in an Australian University. In I. Management Association (Ed.), Wireless Technologies: Concepts, Methodologies, Tools and Applications (pp. 1323-1338). IGI Global. https://doi.org/10.4018/978-1-61350-101-6.ch512

Chicago

Gururajan, Raj, et al. "Student Perceptions and Uses of Wireless Handheld Devices: Implications for Implementing Blended and Mobile Learning in an Australian University." In Wireless Technologies: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1323-1338. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-101-6.ch512

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Abstract

The chapter draws on a case study method using factor and regression analysis to interpret the questionnaire responses about the uses of wireless handheld devices in higher education. The principal findings included that behavior and attitude contribute strongly to the perceived performance of using such devices in the chosen context, and that facilitating conditions have a more complex and mediated relationship with behavior and attitude on the one hand and perceived performance on the other. The authors elaborate the implications of those findings for increasing alignment across several different interfaces related to blended and mobile learning in the early 21st century.

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