Perceived Actors and Factors for Sustaining M-learning in Higher Education: A South African Students Perspective

Paledi, Victor N

doi:10.1109/oi.2019.8908200

Cited by 2 publications

(2 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They reiterate from their previous book: "ANT offers, 'a way of intervening in or interrupting education rather than simply a way of representing education' (Fenwick & Edwards, 2019: p 4)". Although ANT has been applied to Engineering Education Research (EER) before (Johri & Olds, 2011;Paledi, 2019), studies that intentionally treat students as controlling actors and implementors appear far more common outside of EER (e.g., Buhl, 2017;Luke, 2020;Pillai, 2017). By employing ANT, we intend to interrupt our current conceptions of implementation in education, opening the door to a wider range of possible interpretations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

et al. 2023

View full text Add to dashboard Cite

Background Much of researchers’ efforts to foster wider implementation of educational innovations in STEM has focused on understanding and facilitating the implementation efforts of faculty. However, student engagement in blended learning and other innovations relies heavily on students’ self-directed learning behaviors, implying that students are likely key actors in the implementation process. This paper explores the ways in which engineering students at multiple institutions experience the self-directed selection and implementation of blended learning resources in the context of their own studies. To accomplish this, it adopts a research perspective informed by Actor-Network Theory, allowing students themselves to be perceived as individual actors and implementors rather than a population that is implemented upon. Results A thematic analysis was conducted in two parts. First, analysis identified sets of themes unique to the student experience at four participant institutions. Then, a second round of analysis identified and explored a subset of key actors represented in students’ reported experiences across all institutions. The findings show clear similarities and differences in students’ experiences of blended learning across the four institutions, with many themes echoing or building upon the results of prior research. Distinct institutional traits, the actions of the instructors, the components of the blended learning environment, and the unique needs and preferences of the students themselves all helped to shape students’ self-directed learning experiences. Students’ engagement decisions and subsequent implementations of blended learning resulted in personally appropriate, perhaps even idiosyncratic, forms of engagement with their innovative learning opportunities. Conclusion The institutional implementation of blended learning, and perhaps other educational innovations, relies in part on the self-directed decision-making of individual students. This suggests that instructors too hold an additional responsibility: to act as facilitators of their students’ implementation processes and as catalysts for growth and change in students’ learning behaviors. Developing a greater understanding of students’ implementation behaviors could inform the future implementation efforts of faculty and better empower students to succeed in the innovative classroom.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

et al. 2023

View full text Add to dashboard Cite

show abstract

“…The key feature of this construct is derived from the TAM model's perceived usefulness construct and is considered the strongest predictor of users' intention to adopt technology (Nampijja & Birevu, 2016;Azeez et al, 2018). In mobile learning, this relates to learners' anticipated convenience of ubiquitous access to information being made available quickly, which increases their learning ability (Paledi, 2019). The intention to adopt and performance expectancy show a positive relationship, and it is essentail to inherit performance expectancy as one of the constructors in the model.…”

Section: Extended Utaut Model Constructsmentioning

confidence: 99%

Extended UTAUT Model for Mobile Learning Adoption Studies

Chand

Kumar

Goundar

et al. 2022

International Journal of Mobile and Blended Learning

View full text Add to dashboard Cite

Mobile learning has seen tremendous growth in recent years, and the future seems promising with the mass integration of mobile devices in the teaching and learning process. The adoption of mobile learning technology is one of the widely researched areas. In this paper, the unified theory of acceptance and use of technology (UTAUT) model was extended to study mobile learning adoption. Seventy-seven different mobile learning adoption studies were analyzed, and seven new constructs (interaction, self-efficacy, innovation and motivation, satisfaction, attitude, literacy and readiness, and non-functional requirements) were added to the UTAUT model. Validation of the extended model was conducted, and the results indicate that it can positively contribute to the study of mobile learning adoption.

show abstract

Perceived Actors and Factors for Sustaining M-learning in Higher Education: A South African Students Perspective

Cited by 2 publications

References 45 publications

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

Extended UTAUT Model for Mobile Learning Adoption Studies

Contact Info

Product

Resources

About