Effect of m-learning on students' academic performance mediated by facilitation discourse and flexibility

被引：13

作者：

Shuja, Aleema ^{[1
]}

Qureshi, Ijaz A. ^{[2
]}

Schaeffer, Donna M. ^{[3
]}

Zareen, Memoona ^{[4
]}

机构：

[1] Univ Lahore, Lahore Business Sch, Lahore, Pakistan

[2] Univ Sialkot, Sialkot, Pakistan

[3] Univ Marymount, Business & Informat Syst, Arlington, VA USA

[4] Univ Management & Technol, AMDIP, Lahore, Pakistan

来源：

KNOWLEDGE MANAGEMENT & E-LEARNING-AN INTERNATIONAL JOURNAL | 2019年 / 11卷 / 02期

关键词：

Mobile-learning; Facilitation discourse; Flexibility; Students' academic performance; Media richness theory; MOBILE TECHNOLOGIES; JOURNAL PUBLICATIONS; SUCCESS FACTORS; EDUCATION; IMPACT; ONLINE; PERCEPTIONS; KNOWLEDGE; TEACHERS; DEVICES;

D O I：

10.34105/j.kmel.2019.11.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness.

引用

页码：158 / 200

页数：43

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