Strides in Development of Medical Education

Strides in Development of Medical Education

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Indexing and Abstracting

Journal Team

Editorial Policy

Peer Review Process

Publication Ethics

Journal Metrics

A Study of the Effects of Mobile Technology Solutions on Effective Deployment of Mobile Learning in Medical Education Based on the Technology Acceptance Model

Document Type : Original Article

Authors

1 Ph.D. in Educational Management, Assistant Professor, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran

2 Ph.D. in Educational Management, Associate Professor, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran

3 Ph.D. Student in Educational Management, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran

Abstract

Background & Objective: Mobile learning as a new stage of development in elearning provides opportunities for information transfer and strengthening and improving lifelong learning in students of medical sciences The present study was conducted to evaluate the effect of mobile technology solutions on effective deployment of mobile learning in medical education based on the Technology Acceptance Model (TAM) Methods: This was an objectivebased applied research and based on the method of data collection a descriptive survey The statistical population consisted of all faculty members of the Hamadan University of Medical Sciences in 2014 The sample size (n = 188) was determined using Cochran formula Data were collected using the Mobile Technology Development Strategies Questionnaires and Davis TAM Data analysis was performed using the correlation coefficient ttest confirmatory factor analysis structural equation modeling and path analysis and LISREL and SPSS software Results: Instructional strategies administrativestructural managerial and motivational–recreational respectively had the most significant effect (at the level of 001) on the teachers perception of the usefulness of mobile learning and the simplicity of its use Based on TAM these two components had positive effects on attitude toward using and deciding to use mobile technology Thereby they have significant positive effects on the application of mobile technology in teaching and learning by teachers (at the level of 001) Conclusion: Based on these results TAM was approved according to the guidelines provided on mobile learning development in the study population and thus has deployment potential in the target population

Keywords

References
  1. Zolfaqari M, Sarmadi MR, Negarandeh R, Zandi B. Satisfaction of Student and faculty members with implementing Blended-e-learning. Iran J Nurs Res. 2010; 3(11): 99-109. [In Persian]
  2. Duncan-Howell JA, Lee KT. M-Learning–Innovations and Initiatives: Finding a place for mobile technologies within tertiary educational settings. Proceedings ascilite, ICT: Providing choices for learners and learning; 2007 Dec 2-5; Singapore. 2007: 223-32.
  3. Foroushani N, Khosravi Poor B, Uaghobi J. Attitude Jihad Agriculture Organization experts Khuzestan province The system Mobile Learning. Proceedings of the First International Conference on e-Learning 2009 Nov 12-15; Tehran, Iran. 2009. [In Persian]
  4. Papzan A, Solymani A. Comparing cell phone-based and traditional lecture-based teaching methods' effects on agricultural students' learning. J Info Communication Technol Educ. 2010; 1(1): 55-65. [In Persian]
  5. Tung FC, Chang SC, Chou CM. An extension of trust and TAM model with IDT in the adoption of the electronic logistics information system in HIS in the medical industry. Int J Med Inform. 2008; 77(5):324-35.
  6. Davis FD, Bagozzi RP, Warshaw PR. User acceptance of computer technology: A comparison of two theoretical models. Management Sci. 1989; 35(8): 982-1003.
  7. Zamani BE,  Babri  H,  Moosavi  S.  The  factors affecting  students’  attitudes  toward  learning via  cellular  phone:  a  study  on  students  of Isfahan  University  of  Medical  Sciences  using technology  acceptance  model.  J  Strides  Dev Med  Educ.  2012;  9(2):  110-7.  [In  Persian]
  8. Naderi  F,  Ayati  M,  ZareBidaki  M, AkbaryBoorang  M.  The  effect  of  mobile learning  on  metacognitive  self-regulation  and attitudes  of  students  of  allied  health  sciences. Iran  J  Med  Educ.  2014;  13(12):  1001-10.  [In Persian]
  9. Khodadad  Hoseiny  S,  Noori  A,  Zabihi  M.  Elearning  acceptance  in  higher  education: Application  of  flow  theory,  technology acceptance  model  &  e-service  quality. Quarterly  J  Res  Plan  Higher  Educ.  2013; 19(1):111-36.  [In  Persian]
  10. Looi C,  Sun  D,  Wu  L,  Seow  P,  Chia  G,  Wong L,  et  al.  Implementing  mobile  learning curricula  in  a  grade  level:  Empirical  study  of learning  effectiveness  at  scale.  Computers Educ.  2014;  77(8):  101-15.
  11. Persico  D,  Manca  S,  Pozzi  F.  Adapting  the Technology  Acceptance  Model  to  evaluate  the innovative  potential  of  e-learning  systems. Computers  in  Human  Behavior.  2014;  30  (5): 614-22.
  12. Sobhani Nejad  M,  Fathi  Vajargah  K. Development  and  use  of  ICT  in  schools.  J Educ  Psychol  Studies.  2009;  6(9):  29-56.  [In Persian]
  13. Zamani  B  E,  Babri  H,  Ghorbani  S.  Strategies for  the  development  of  mobile  learning through  teaching  -  learning  activities  in medical  education:  perspectives  of  medical students  and  IT  Professionals  in  Isfahan University  of  Medical  Sciences.  Iran  J  Med Educ.  2013;  13(2):  87-97.  [In  Persian]
  14. Khosravi N,  Barat  Dastjerdi  N,  Amir  Teymori M  H.  Investigating  the  Effective  Factors  on Mobile  Learning  in  Medical  Education  Based on  FRAME  Model.  Iran  J  Med  Educ.  2014; 14(3):  206-15.  [In  Persian]
  15. Kumar  S,  Vigil  K.  The  net  generation  as preservice  teachers:  Transferring  familiarity with  new  technologies  to  educational environments.  J  Digital  Learn  Teach  Educ. 2011;  27(4):  144-53.
  16. Horton  W.  designing  courseware  for  mobile devices  mobile.  Learning  for  expanding educational  opportunities.  Tokyo,  Japan: workshop  report;  2005.  [Cited  2012  Feb  10]. Available from: http://unesdoc.unesco.org/images/0014/001436 /143684e.pdf.
  17. Kon  CL.  Mobile  Learning:  Different Technologies  Aspects.  Designing  Usable Systems,  Computer  and  Internet  Technologies University  of  strathclyde.  [Cited  2009  Jun  15]. Available from: http://inderscience.metapress.com/content/?k= Kon%2c+CL+(2009).
  18. Mccontha D,  Matt  P,  Lynch  MJ.  Mobile learning  in  higher  education:  an  empirical assessment  of  a  new  educational  tool.  The Turkish  Online  Journal  of  Educational Technology-  TOJET.  2008;  7(3):  20.
  19. Basole  RC.  (Dissertation).  Mode  line  and analysis  of  complex  technology  adoption decisions:  an  investigation  in  the  domain  of mobile  ICT.  Georgia:  Industrial  and  Systems Engineering.  Georgia  institute  of  technology; 2006.
  20. Khorasani  A,  Abdolmaleki  J,  Zahedi  H. Factors  affecting  e-learning  acceptance  among students  of  Tehran  University  of  Medical Sciences  Based  on  Technology  Acceptance Model  (TAM).  Iran  J  Med  Educ.  2012;  11(6): 664-73.  [In  Persian]
  21. Zareh  Bidaki  M.  Development  challenges  of  elearning  in  Medical  Universities  in  Iran.  J Strides  Dev  Med  Educ.  2014;  10(4):  500-3.  [In Persian]
Strides in Development of Medical Education
Volume 12, Issue 4
January 2016
Pages 596-605
Files
Share
How to cite
Statistics