Exploring the Factors Influencing the College Students’ Engagement in Mobile Learning in Palestine

Abstract

This study aims to explore the factors influencing students’ engagement in mobile learning at Palestine Technical University Kadoorie. It utilizes a mixed research approach that combines both quantitative and qualitative designs. The study sample consists of 37 college students from two different faculties: Arts and Educational Sciences, and Applied Sciences. Data were collected using a pre-existing scale for engagement and its factors. Semi-structured interviews were conducted with 12 students who completed the scales. The findings showed a statistically significant difference in the total engagement scores, specifically in the emotional engagement dimension. However, there was no statistical significance found in the social, cognitive, or behavioral domains. Factors related to instructors are influential factors in student engagement and have been found to be statistically significant. Qualitative findings supported the quantitative results for this question, which showed subthemes of instructor-related factors such as instructor presence, motivation, teaching strategies, and technical environment. Researchers recommend that policymakers and educators prioritize the engagement factors of students in mobile learning. One of the limitations is the generalizability of this study. The participants who were surveyed were exclusively sourced from two departments within one university. To broaden the scope, we suggest that future research include individuals from various disciplines, universities, academic institutions, and students.

The Application of Mobile Technology in Educational Administration to Foster Continuous Learning and Professional Development

“…Despite the numerous advantages and opportunities brought by the application of mobile technology in educational management, current research methods still have certain flaws and limitations. Firstly, existing studies often lack a quantitative analysis of the interaction levels and activity consistency within mobile networks, making it difficult to objectively assess the actual effects and mechanisms of mobile technology in educational management [14][15][16][17]. Secondly, current research on mobile network knowledge sharing mechanisms that promote continuous learning and professional development is still quite limited, lacking systematic and in-depth exploration [18][19][20][21][22].…”