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

AUTHORS

Mohammad Reza Ardalan 1 , Siroos Ghanbari 2 , Fakhrossadat Nasiri 1 , Iman Karimi 3 , *

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

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

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

How to Cite: Ardalan M R , Ghanbari S , Nasiri F , Karimi I . A Study of the Effects of Mobile Technology Solutions on Effective Deployment of Mobile Learning in Medical Education Based on the Technology Acceptance Model, Strides Dev Med Educ. 2015 ; 12(4):e58549.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (4); e58549
Published Online: October 28, 2015
Article Type: Research Article
Received: July 23, 2017
Accepted: December 01, 2014

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Abstract

Background & Objective: Mobile learning, as a new stage of development in e-learning, 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 objective-based 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, t-test, confirmatory factor analysis, structural equation modeling, and path analysis and LISREL and SPSS software.
Results: Instructional strategies, administrative-structural, managerial, and motivational–recreational, respectively, had the most significant effect (at the level of 0.01) 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 0.01).
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

Mobile technology Mobile learning Technology Acceptance Model (TAM) Structural equation Path analysis

© 2015, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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