Investigating Educators' Intention to Adopt M-Learning: A Comparative Study Between Arab Business Schools

被引：2

作者：

Negra, Anissa ^{[1
]}

M'sallem, Wafa ^{[2
]}

Mzoughi, Mohamed Nabil ^{[3
]}

机构：

[1] ISG Sousse, Sousse, Tunisia

[2] IHEC Sousse, Sousse, Tunisia

[3] Dar Al Uloom Univ, Coll Business, Riyadh, Saudi Arabia

来源：

INTERNATIONAL JOURNAL OF TECHNOLOGY AND HUMAN INTERACTION | 2021年 / 17卷 / 03期

关键词：

Business Education; Dispositional Resistance to Change; M-Learning; TAM; MOBILE TECHNOLOGIES; ACCEPTANCE; RESISTANCE; TEACHERS; MODEL; UNIVERSITY; INTERNET; PERCEPTIONS; ATTITUDES; LEARNERS;

D O I：

10.4018/IJTHI.2021070105

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

The technological spread has brought business schools in Arab countries into the m-learning age. Teachers represent one of the most important pillars of the ubiquitous learning implementation. This research aims to examine educators' intention of m-learning adoption based on the TAM, dispositional resistance to change (RTC), and perceived playfulness. One hundred seventy-nine educators from business schools in Tunisia and Saudi Arabia answered the survey. Results revealed that playfulness is the most predictor of the educators' intention adoption of m-learning in both cultures. Cluster analysis has revealed three different profiles of educators in business schools: opposing, averse, and pioneers.

引用

页码：69 / 83

页数：15

共 20 条

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