Date of Award

1-1-2013

Document Type

Open Access Dissertation

Department

Educational Leadership and Policies

Sub-Department

Educational Administration

First Advisor

Christian K Anderson

Second Advisor

Jennifer L Bloom

Abstract

This quantitative study examined how full-time community college faculty members in southern states use mobile learning (m-Learning) strategies as tools for student engagement. Specifically, research questions were designed to measure the current use of six key m-Learning strategies: augmented reality, file/resource sharing, gaming/simulation, reference/research applications, social media, and text messaging. This study also probed into faculty attitudes and beliefs in four areas: performance expectancy, effort expectancy, social influence, and facilitating conditions. Statistical analyses were conducted to determine existing relationships between these four determinants and the intentions of faculty members to use m-Learning strategies in the forthcoming academic year. Additionally, research analyzed whether relationships were modified by the presence of faculty age, gender, and years of teaching experience. Data collection involved the analysis of responses to a 21-item, self-administered, online survey. Twelve colleges were randomly selected from the Level-One institutions that are accredited by the Southern Association of Colleges and Schools Commission on Colleges. Their full-time faculty members were then surveyed. Results found that approximately two-thirds of the 546 respondents used one or more of the m-Learning strategies during the 2012-13 academic year. The most frequently used strategy was file/resource sharing, and the least used strategy was augmented reality. Respondents indicated the lack of student access to equipment, limited institutional support, minimal training, and shortages of time as barriers to use. Several respondents also perceived the strategies as disruptive to the learning process. Each of the four determinants was found to have positive associations with the intended use of six m-Learning strategies, but accounted for a relatively low variance in the prediction of future use. Age was found to have moderating effects on the intended use of augmented reality and text messaging. Gender had no moderating effects, and the total years of experience slightly modified one relationship. Given the increased emphasis on community colleges to educate today's workforce, it is essential for educators to assess effective models for student engagement. This research offers timely insight into the factors driving m-Learning adoption, and adds to discussion about the role of m-Learning in meeting the needs of a uniquely diverse student demographic.

Rights

© 2013, Stephanie Denise Frazier

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