20101002 - Gupta, Mobile communities..Mobile Learning in Indian...

Mobile communities importance of mobile learning in Indian education system by Gupta, Neha, M.S.E.C.E., Purdue University, 2008 , 112 pages; AAT 1469668 My Interest: 1) Mobile learning. 2) MTC – Mobile Teaching Community model. 3) HPT – Human Performance Technology model. 4) TAM – Technology Acceptance Model. 5) Mobile communities in India. Action: Medium-low priority to read Dissertation in future. Motivation When the United States thinks about developing an 'iPhone University', developing economies envision a 'Mobile University'. Technology in Education has rippled from Distance-learning to e-Learning and now to m-Learning. Going forward into the 21st Century, emerging markets are witnessing a substantial rise in the use of handheld mobile devices. Convergence of Mobile Technology and Education, therefore, is a potential breakthrough in the art of Teaching and Learning. Research Goal This thesis aims to extend the concept of 'Virtual Communities' in the web space to build 'Mobile Communities' in the mobile space. Mobile Teaching Model (MTC) The author proposes Mobile Teaching Community (MTC) model that streamlines the basic steps in designing an application that can simulate Mobile Campus and University. The focus is on education in the field of Public Health Care and Medicine in India. However, such a Mobile Teaching Community model can also be used as the prototype for building mobile communities in various areas including education, banking, trading, mass communication and commercialization. 1. INTRODUCTION 1 1.1 Technological advancements in education 2 1.2 Mobile technology in education 5 1.3 Purpose of the study 6 1.4 Motivation for study 9 1.5 Research objectives 11 2. LITERATURE REVIEW 13 2.1 Virtual Communities 13 2.1.1 Origin 14 2.1.2 Rationale 15 2.1.3 Role of virtual communities in education 16 2.1.4 Future trends 18 2.2 Technology in India 21 2.2.1 Telecom Sector in India 22 2.2.2 Need areas for mobile practices in India 25 2.2.3 Mobile communities in India 29 3. THEORY AND FRAMEWORK 31 3.1 Mobile teaching communities. 31 3.1.1 Human Performance Technology (HPT) Model 31 3.1.2 Technology Acceptance Model (TAM) 34 3.2 Proposed Mobile Teaching Community (MTC) Model 37 3.2.1 Performance Analysis 39 3.2.2 Cause Analysis 40 3.2.3 Design 41 3.2.4 Evaluation 41 3.2.5 Intervention 42

20101002 - Akour, ..Mobile Learning acceptance...

Determinants of mobile learning acceptance: An empirical investigation in higher education by Akour, Hassan, Ph.D., Oklahoma State University, 2010 , 379 pages; AAT 3408682 My Interest: 1) Mobile Learning Acceptance Model (MLAM) 2) TAM – Technology Acceptance Model. 3) Relationship of factors – how to analyze. 4) Validity and Reliability. Action: To read this Dissertation in future. Research Goal The purpose of this study was to investigate the determinants of mobile learning acceptance in higher education. Mobile learning is a rapidly growing method of learning that utilizes mobile devices to deliver content. Acceptance of mobile learning theory was derived from technology acceptance theories. Conceptual Framework/Model The study developed a new model Mobile Learning Acceptance Model (MLAM) that extended the Technology Acceptance Model (TAM). The model explains the important factors that influence acceptance of mobile learning among university students. Methodology The population of the survey was limited to freshman students; this population was chosen because the literature indicated a presence of large technology literacy gap (techno-literacy gap) between universities and the new generation of students. Response rate was high at approximately 95%. The survey was administered to different freshman leadership classes as well as a freshman orientation camp. The survey instrument was developed based on the literature and past research. The constructs developed and investigated are: * student readiness (self efficacy and commitment), * ease of access (convenience), * quality of service (content quality, reliability and response, personalization, and privacy and security), * extrinsic influence (superior influence and peer influence), * university commitment (university support), and * the TAM constructs of usefulness, ease of use, attitude, and behavioral intention. Findings and Conclusions The research study concluded that all hypothesized relations in the MLAM model were supported and influence student's acceptance of mobile learning indirectly through usefulness and ease of use. Ease of access was excluded for its mediation effects on ease of use. Quality of service influenced ease of use directly and usefulness indirectly. Usefulness was the stronger predictor of acceptance through its direct and indirect influence on behavioral intention to use (primary predictor of acceptance and use). Extrinsic influence and student readiness were found to be the most influential factors in the model. Tests conducted along the group levels revealed that prior experience has significant affect on acceptance of mobile learning by students. Students who used their device for learning in the past had stronger perceptions of usefulness of mobile learning additionally their behavioral intention to use was stronger. II. REVIEW OF LITERATURE 2.1 Introduction 2.2 Information Technology's Impact on Society and Higher Education 2.3 Evolution of Learning Paradigms 2.3.1 Traditional to Distance Learning 2.3.2 Electronic Learning: E-Learning 2.3.3 Mobile Learning: M-Learning 2.3.4 Mobile Learning Definition 2.3.5 M-Learning vs. E-Learning 2.3.6 Summary 2.4 M-Learning Research – Challenges and Findings 2.4.1 Research Activities and Key Outcomes 2.4.2 Key Benefits and Challenges 2.4.3 Pedagogical Advantages 2.4.4 Summary 2.5 Stakeholders 2.5.1 The Mobile Generation 2.5.2 University and Faculty – The Techno-Literacy Gap 2.6 Mobile Technology and Human Factors 2.6.1 Mobile Devices – Features and Human-Device Interface 2.6.2 Mobile Infrastructure 2.6.3 Summary and Future Trends III. RESEARCH MODEL AND HYPOTHESES 3.1 Research Model Development 3.2 Usability, User-Centered Design and IS Acceptance Theory 3.3 Technology Acceptance Theories 3.3.1 Innovation Diffusion Theory (IDT) 3.3.2 Theory of Reasoned Action (TRA)...... 3.3.3 Theory of Planned Behavior (TPB) 3.3.4 Technology Acceptance Model – TAM 3.3.5 Other Technology Acceptance Theories 3.4 Extended TAM Research 3.5 Mobile Technology Acceptance Research 3.6 Research Model and Dimensions 3.6.1 Research Constructs and Dimensions 3.6.2 Research Model 3.7 Hypotheses 3.8 Operationalization of the Research Variables 3.9 Summary IV. METHODLOGY 4.1 Introduction 4.2 Research Design 4.3 Subjects 4.4 Sampling Method 4.4.1 Sampling Bias 4.4.3 Sample Size 4.5 Research Instrument 4.5.1 Instrument Development 4.5.2 Scale Development 4.5.3 Initial Instrument and Pretest 4.6 Pilot Test 4.7 Instrument Reliability 4.8 Instrument Validity 4.8.1 Face Validity 4.8.2 Content Validity 4.8.3 Validity Threat Factors 4.9 Final Instrument 4.10 Survey Administration 4.11 Response Rate