The prevalence of mobile devices in today’s society has made mobile learning a fast-spreading alternative to face to face education for underserved learners. Even though it operates on low information communication technology infrastructure ( ICTI), a favorable feature for successful implementation of mobile learning especially in rural areas with less internet infrastructure such as rural United States (U.S.), there still exists a gap in its implementation at many higher educational institutions in the U.S. and Nigeria. As a measure of the factors influencing mobile learning in selected universities in these two countries, a modification of the Technology Acceptance Model (TAM) was used to conduct the study. The study investigated the impact of ICTI, institutional support, and Faculty teaching tasks, on mobile learning in both countries. The study encompassed an online and paper survey of 233 participants drawn from eight selected universities in the two countries as well as a virtually conducted semi-structured interview of five respondents. Out of the 233 respondents, only 119 data was found useful as the remaining 114 data were found to be incomplete. Data analysis was conducted using Descriptive Statistics and Structured Equation Modelling. The results and findings revealed that ICTI was critical to the implementation of mobile learning in Nigeria while in the United States; perceived ease of use was the most critical factor. The implications of mobile learning for higher education in both countries were discussed.
Ajibike Itegboje, Yaba College of Technology, Nigeria
Solomon Negash, Kennesaw State University, Georgia, United States
Titilola Adewale, Texas A & M Commerce, United States
Stream: Enhancing Access for Underrepresented Learners
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