Modeling Mobile Learning Adoption Factors Using the Resource Based

Theory in Higher Education Context: A Conceptual Framework

Dr Alice P.S Shemi Copperbelt University, Computer Science Dept.

National Education Research SymposiumUniversity of Zambia, 16-17 November, 2016

Background and Introduction Some Useful definitions The Objectives The Main Research Question Review of Related Literature Characteristics of Mobile Learning Approaches to Deployment of Mobile Learning Framework Development using Theory Combining mRBT and Contextualism The Conceptual Framework Suggestions for the Application of the

Framework Implications of the Study Conclusion

Overview of Presentation

The application of theory to explain mobile learning adoption in higher education (HE) of developing countries is not a common endeavour. Researchers have lamented the need for theory that informs practice in the application of mobile learning in HE environment.

Global trends on the outlook of mobile learning in Africa have been incredibly positively (Ellis, 2013) beating other continents and actually exceeding the world.

According to Motlik (2008), Africa and Asia would do themselves a disservice if they ignored mobile learning phenomenon or did not take serious action on it.

Background and Introduction

E-learning - defined as content designed for access through electronic communication, such as the Internet, intranets, digital versatile discs, and synchronous and asynchronous modes (Crescente & Lee, 2011). Examples are Blackboard, Moodle.

Mobile learning - historically transcends e-learning, provides a learning environment based on handheld devices such as iPods (a digital audio and storage device from Apple Corporation), personal digital assistants, and smartphones (Crescente & Lee, 2011).

Ubiquitous computing - As defined by Alexander (2004) which is the use of mobile devices in offline and online contexts still defines the realm of mobile learning.

Some Useful Definitions

This study aims to fill the research gap by developing a conceptual framework that is informed from theory (modified Resource Based Theory (mRBT) combined with Contextualism) to explain the undulating path to mobile learning adoption in a Zambian context of Higher Education.

To provide suggestions for the understanding of Mobile learning Phenomenon and its application in a local context

Objectives

How can mobile learning adoption in a resource constrained HE institution of developing countries, such as Zambia be perceived for meaningful use?

How does a typical HE institute define and articulate mobile learning in view of constraints?

The main research question

One of the enabling issues for mobile learning success according to previous studies is the human factor (Kukulska-Hulme, 2007), and mobile usability becomes imperative.

Williams (2014) lament that HE literature lacks reviews on divergent measures of institutional resources that researchers have used. They employ the resource based view to understand ML.

Experiences of mobile learning have been studied in many countries, and among student and staff. The attitudes of students and educators in the Arab Gulf region were investigated by Al-Emran, Elsherif, & Shaalan (2016) and they found significant differences based on their students smartphone ownership, country and age.

In the US, mobile learning readiness was investigated using the theory of planned behaviour (TPB). The authors (Cheon, Lee, Crooks, & Song, 2012) found that attitude, subjective norm and behavioural control positively influenced students acceptance of mobile learning.

In Turkey, Koc, Turan, & Okursoy (2016) investigated the acceptance and usage of a mobile information system using a structural equation modeling tool. Their findings state that ‘trust’ is an important factor to determine the intention to use the mobile information systems, whereas, personal characteristics, perceived eases of use and perceived usefulness did not have a meaningful effect.

There are several in developing country contexts

Review of Related Literature

Characteristics of Mobile Learning

(Ozdamli & Cavus, 2011)

Ubiquitous

Portable Size of Mobile Tools

Blended

PrivateInteractive

Collaborative

Instant Informatio

n

1. Issue Mobile Devices: Some universities issue mobile devices to all or a test selection of faculty and students and encourage them to make use of these devices in their academic programs without the university modifying its information technology architecture or courseware.

2. Deploy Special Apps: Other universities invest in the deployment of software applications (apps) that enable students and faculty to more easily interact with selected university services on their own personal mobile devices.

3. Make Courseware Mobile-Friendly: Some institutions have modified the design of their courseware and communication strategies so that students may more easily interact with course materials and carry out assignments using their personal mobile devices.

Approaches to Deployment of Mobile Learning – (Based on Alden ,2013)

The Resource Based Theory-developed by Barney (1991) with a view of looking inward into the organisation’s resources for competitive advantage (Wade & Hulland, 2004; Peppard & Ward, 2004). ◦ Resources are defined as ‘stocks of available factors that are owned or controlled

by the firm’ (Amit & Schoemaker, 1993). ◦ However, the theory has a drawback in that it can not assist in looking elsewhere

for exploring opportunities. mRBT – The modified Resource Based Theory , is developed in this

study –to improve the RBT. Wade & Hulland ( 2004) used a variation of RBT to define external networks in small firms manufacturing business.◦ This modification can not extend far.

Contextualism – Developed by Pettigrew’s (1990) view that ‘theoretically sound and practically useful research on change

should explore the contexts, content, and process of change together with their interconnections through time.’

Framework Development using Theory

Contexts - as the outer and inner context (or environment) of an organisation in relation to Mobile learning-◦ Outer context refers to economic, social, political, and the sectoral environment

surrounding the firm, ◦ inner context refers to the realm of the organisation that defines its structure, culture

and political environment. Content-to be used in ML Process of change together with their interconnections

through time.’ The transcendent process of mobile learning can be

viewed as a process of change in this study, defining the models of use of mobile devices, the applications to be employed, the resources to be employed and how support for students and staff in the HE context may be provided.

Application of Contextualism

Combining mRBT and Contextualism

Contextualism mRBT

Mobile Learning in HE

environment

The Resource Based Theory identifies resources within the institution as the preliminary point of analysing the extent of mobile learning adoption in the institution. With respect to CBU, a measure of mobile learning adoption appreciation has been provided through the strategic plan documents that highlight and provide guidelines for application of ICT in the institution.

Drawing from the definition of Contextualism discussed in earlier section, this study draws from Pettigrew’s (1990) view that ‘theoretically sound and practically useful research on change should explore the contexts, content, and process of change together with their interconnections through time.’

Combining mRBT and Contextualism

 

Nature and Characteristic of Mobile Learning

Environment

Factors Affecting Mobile Learning adoption

Factor interaction and extent of Mobile Learning adoption

Mobile Learning Applications

The Role of Local HE Environment

REVIEW OF RELATED LITERATURE

Strategic Direction and HE Leadership on Mobile

Learning

Mob

ile L

earn

ing

Inte

ntion

and

Use

Mobile Learning Adoption Factors in

Higher Education

– Conceptu

al Framewor

k 

Suggestions for the Application of the Framework

In proposing an application framework, this paper draws from Walsham (1993, p.71; 2006) who argues that ‘a good framework should not be regarded as a rigid structure, but as a valuable guide to empirical research.’ An interpretive and qualitative approach is proposed to review the mobile learning environment of a HE institution. This needs to be reviewed in line with contextualism norms based on the content, processes of mobile learning and the drivers of changes. As alluded to by Adams & Mohadeb (2005) that drivers of change in HE ‘are numerous and complex’, the epistemological position will also be dictated by the prevailing institutional culture for adopting mobile learning.

Interpretive cases studies may be undertaken to analyse student, teaching and support staff aspects of the HE institution. Interviews, observations and focus groups discussions may be undertaken to establish the ‘what’, ‘why’ and ‘how’ of mobile learning in the HE institutions.

The analysis of language, images, and consciousness of the participants of mobile learning reality in view of the resources available may be accomplished in a hermeneutic fashion.

The pragmatic aspects of this study must ensue This study assist in development of HE and alignment

of resources for optimum use in institutions Will assist in articulating a pragmatic strategic vision

of ICT in HE environment other than static postures. Will inform the design of mobile devices, spurring

mobile design and usability strategies. Has an inherent benefit to redefine and review core

and support processes in HE, relevant programs for teaching and research, a community that promptly responds to needs in their HE context

Enhance collaboration among HE participants

Implications of the Study

A conceptual framework for mobile learning adoption has been developed based on theoretical foundations supported by the modified Resource-based view and Pettigrew’s theory.

A suggested approach for application was provided at the ontological, epistemological level and methodological levels. An interpretive and qualitative approach has been proposed with Contextualism and mRBT.

Interpretive cases studies of mobile learning may be undertaken to establish the why, what and how of mobile learning in the HE

A hermeneutic method may be undertaken to analyse the language, images, and consciousness of the participants of mobile learning in the HE

Conclusion

Thank You!

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