An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learnin...

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Autores principales:	Mohamed Sarrab, Ibtisam Al Shibli, Nabeela Badursha
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	mobile learning M-learning adoption factors higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/67a11ab9d19e43d399318e37d845fb25
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spelling	oai:doaj.org-article:67a11ab9d19e43d399318e37d845fb252021-12-02T18:03:01ZAn Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education10.19173/irrodl.v17i4.26141492-3831https://doaj.org/article/67a11ab9d19e43d399318e37d845fb252016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2614https://doaj.org/toc/1492-3831Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman. Mohamed SarrabIbtisam Al ShibliNabeela BadurshaAthabasca University Pressarticlemobile learningM-learningadoption factorshigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	mobile learning M-learning adoption factors higher education Special aspects of education LC8-6691
spellingShingle	mobile learning M-learning adoption factors higher education Special aspects of education LC8-6691 Mohamed Sarrab Ibtisam Al Shibli Nabeela Badursha An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
description	Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman.
format	article
author	Mohamed Sarrab Ibtisam Al Shibli Nabeela Badursha
author_facet	Mohamed Sarrab Ibtisam Al Shibli Nabeela Badursha
author_sort	Mohamed Sarrab
title	An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
title_short	An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
title_full	An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
title_fullStr	An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
title_full_unstemmed	An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education
title_sort	empirical study of factors driving the adoption of mobile learning in omani higher education
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/67a11ab9d19e43d399318e37d845fb25
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An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

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