The use of mobile devices for learning in post-primary education and at university: student attitudes and perceptions
type: CreativeWork
description: A new paradigm of placeless and timeless access to technologies encouraging a movement from electronic to mobile access of services and resources (Lehner, Nosekabel & Lehmann, 2002) through mobile learning has been gaining momentum in education. There is a growing body of research investigating the impact of mobile devices in combination with wireless technologies and if they can provide for a new approach to education(Craig and Van Lom, 2009). Gikas and Grant (2013) highlight the growth in use and importance of mobile wireless devices on university campuses. This has contributed to the escalation of student options and learning experiences both on and off campus and a need for the higher education sector to meet prospective student digital demands and expectations of a quality learning experience (Garrison and Kanuka, 2004). Adequate support and resource provision of information technologies to maximise student skills and experiences is essential (Anagnostopoulou and Parmer, 2010). Much e-learning research has focused primarily on the practitioner perspective and design of e-learning materials with a definite disregard for the learner’s view (Conole et al., 2006). The successful integration and implementation of technology in teaching and learning requires an understanding of student attitudes and acceptance of technology (Davis, 1993). The goal of this mixed method research inquiry was to investigate in Phase I the attitudes and perceptions of upper-sixth post-primary level users and in Phase II the attitudes and perceptions of first year undergraduate students’ to the use of mobile devices for learning. Phase II introduced a longitudinal element interrogating first year undergraduate student attitudes at three points during the academic year. This provided the researcher with data from students’ use of the mobile device at two distinct levels of education. The data gathered has been analysed, evaluated and discussed through the lens of the extended Technology Acc…
abstract: A new paradigm of placeless and timeless access to technologies encouraging a movement from electronic to mobile access of services and resources (Lehner, Nosekabel & Lehmann, 2002) through mobile learning has been gaining momentum in education. There is a growing body of research investigating the impact of mobile devices in combination with wireless technologies and if they can provide for a new approach to education(Craig and Van Lom, 2009). Gikas and Grant (2013) highlight the growth in use and importance of mobile wireless devices on university campuses. This has contributed to the escalation of student options and learning experiences both on and off campus and a need for the higher education sector to meet prospective student digital demands and expectations of a quality learning experience (Garrison and Kanuka, 2004). Adequate support and resource provision of information technologies to maximise student skills and experiences is essential (Anagnostopoulou and Parmer, 2010). Much e-learning research has focused primarily on the practitioner perspective and design of e-learning materials with a definite disregard for the learner’s view (Conole et al., 2006). The successful integration and implementation of technology in teaching and learning requires an understanding of student attitudes and acceptance of technology (Davis, 1993). The goal of this mixed method research inquiry was to investigate in Phase I the attitudes and perceptions of upper-sixth post-primary level users and in Phase II the attitudes and perceptions of first year undergraduate students’ to the use of mobile devices for learning. Phase II introduced a longitudinal element interrogating first year undergraduate student attitudes at three points during the academic year. This provided the researcher with data from students’ use of the mobile device at two distinct levels of education. The data gathered has been analysed, evaluated and discussed through the lens of the extended Technology Acc…
author: Lynch, Una
language: eng
keywords: Mobile learning, e- learning, post-primary, university student attitudes, perceptions, post-primary, university student attitudes, perceptions,, mobile devices, technology, technology enhanced learning, ICT, tool for learning, teaching and learning, digital literacy skills, formal, informal learning, communication, collaboration, technology acceptance model, perceived resources, perceived usefulness, perceived ease of use, intention to use, media richness theory, challenges, school, home, factor analysis, focus groups, mixed method approach, pragmatism
date published: 2020-12
date modified: 2026-07-24T03:55:25Z
provider: Queen's University Belfast
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Queen's University Belfast