ACCEPTANCE AND ADOPTION OF M-LEARNING
The integration of mobile technologies into various aspects of Saudi Arabian lives has become ubiquitous. Mobile technologies provide individuals with functionalities that exceed conventional computers. Users of mobile technologies are provided with the advantages of being connected anytime and anywhere. According to Al-Hujran et al. (2014), mobile penetration in Saudi Arabia reached more than 185% in 2010, indicating that mobile technologies have become an essential component in everyday activities of Saudi society, including education. Although mobile technologies are the most noticeable technologies in Saudi higher education institutes, the paradigm of mobile learning (M-learning) is still in the development stage (Al-Hujran et al., 2014). M-learning emerged with the evolution of mobile devices and has extended the scope of learning by providing opportunities for instructors and students to teach and learn anytime, anywhere and on the move (Thomas, Singh & Gaffar, 2013). M-learning has various definitions in the literature ranging from a device description to being an extension of e-learning to more advanced definitions relating to preferences and pedagogy of mobile learners (Akour, 2009; Traxler, 2005; Watson & White, 2006). In this research paper, M-learning refers to “a learning model that provides ubiquitous, mobile, and anytime access to educational and university resources empowered by a mobile technology in its connected or disconnected state” (Akour, 2010, p. 33).
According to Akour (2010), decisions relating to the adoption of new technologies and learning models in education such as M-learning are often made at the institutional level; however, it is the user acceptance of these new technologies that leads to the successful implementation and adoption of a new technology in teaching and learning contexts. Thus, investigating the factors that impact students and faculty acceptance and adoption of M-learning has become a major research interest to many researchers. Such investigations are conducted through the use of adoption models or frameworks (Al-Hujran et al., 2014). These models help to identify factors that influence users’ acceptance of any technology. Thus, in order to examine which factors lead to the successful implementation of M-learning from the perspectives of faculty and students, the following link shows a paper that presents a review of related literature.