David Falvo Abstract The substitution, augmentation, modification, and redefinition SAMR model is designed to help teachers integrate technology in the classroom. In a district with 1: In this project study, the SAMR model conceptually framed the exploration of teachers' integration of mobile learning and their perceptions about using technology in the classroom.
Ke Zhang Abstract The rapid development of technology has encouraged Saudi universities to establish initiatives to improve learning.
Mobile learning technology is one of the technologies targeted by eLearning and distance education deanships among Saudi universities. However, few studies have been done in investigating mobile learning technology acceptance in the Saudi context.
This study aims to provide policy and decision makers in the Saudi higher education with reliable data in order to employ mobile learning technology in learning process.
In addition, age, gender, and eLearning experience were proposed to moderate such an effect. This study employed sequential mixed method to procced the exploration. A questionnaire and semi-structured interview were developed to collect the data.
Multiple regression analyses were used in the quantitative analysis and thematic analysis was used in the qualitative analysis.
Unexpectedly, the social influence construct is the only construct that was moderated by gender where men show a stronger behavioral intention to use mobile learning than women.
The exploratory analysis revealed an interesting finding that distance education students showed significantly higher intentions to use mobile learning technology than on-campus students, but there was no significant difference between them in the actual use of mobile learning technology.
Wayne State University Dissertations.
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