Академический Документы
Профессиональный Документы
Культура Документы
Fahad Alenezi
ETR 525-Fall2016
1
Introduction
The fast evolution of information and communication technologies (ICT) these days has
brought huge changes in the education system especially distance education. These technologies
are powerful and come up with many tools that provide a valuable support to learning and teaching
(Mac Callum, Jeffrey & Kinshuk, 2014). With the rapid growth of Mobile technologies, the Mobile
learning (m-learning) approach has become a trend in education (Al-Fahad, 2009; Al-Shehri, 2013;
Narayanasamy & Mohamed, 2013) due to the Pervasiveness of mobile technologies. M-learning
is a new approach to learning and considered the next generation of e-learning (Narayanasamy &
Mohamed, 2013). M-learning refers to the use of mobile devices that have Internet and wireless
increase in the number of students who use and prefer to use mobile technologies in their learning.
Not only students use Mobile technologies. Faculty members also have their own mobile
technologies and know how to use the different features (Alali, 2015).
In higher education, mobile learning has become an important approach because it makes the
learning and teaching more flexible by providing easy access and wide availability (Narayanasamy
& Mohamed, 2013). With the rapid increase of using mobile technologies among people, m-
learning has become essential and useful tool in education (Jung, 2015).
In order to determine the impact of using m-learning, researchers have conducted numerous
studies that relate to the use of mobile learning by students (e.g., Wang, Wu, & Wang, 2009; Cavus
& Ibrahim, 2009; Kafyulilo, 2014; Derakhshand, 2012) and by instructors (e.g., Aljuaid,
2
Theoretical Framework
Due to the large amount of technologies that recently emerged in education, researchers
have shown a concern about how these technologies can be implemented effectively and
successfully, especially in the education environment. Thus, this study will draw from Rogers
well-known model of diffusion theory. Rogers model (2003) discusses diffusion of innovation for
individuals and organizations. The model examines the process of communicating an innovation
through certain channels over time among the individuals in a social system (Rogers, 2003). This
model has seen wide use to understand the adoption and diffusion of technology by individuals
According to Rogers model (2003), when a person is faced with a new technology or new
use of technology, he or she goes through an adoption decision process in which he or she gathers
information, tests the technology, and then considers whether it offers sufficient improvement to
deserve the investment of time and energy required to add it to his or her range of skills. Then this
person decides to use or reject this new technology or the new use of it. Rogers (2003) proposed
an innovation five-stage decision process whereby people adopt new technologies: knowledge,
This model will be used in this study to understand and explain the findings about faculty
experience in using mobile technologies in teaching at Northern Illinois University. The model
was selected because it provides a useful framework to understand the uses, obstacles, and
3
Statement of purpose
The purpose of this qualitative study is to explore the perspectives and experiences of the
faculty experience and use of mobile technologies in teaching at Northern Illinois University.
Specifically, the goal of this study is to provide an in-depth description of faculty experience and
perspective of mobile technologies (in terms of what promote (motivate) or limit the use of mobile
technologies, the extent to which mobile technologies are used, and the benefits and challenges of
using mobile technologies from faculty perspectives. In this study, semi-structured interviews
with faculty will explore the faculty experience and perspectives with using mobile technologies
in teaching. Rogers model of diffusion theory will help explain the results.
Research Questions
Central Question
What are the faculty members general experiences in using mobile technology in
teaching?
Sub Questions
What are the university instructors views towards the advantage and disadvantage
What are the factors that promote or limit the use of Mobile technologies in
teaching?
4
The finding of this study will provide information that will help institutions and
policymakers overcome the obstacles and challenges they might face when adopting and
integrating mobile technologies in education. In addition, it will show them more of the potential
benefits, impacts, and outcomes of using mobile technologies. The findings of this study will also
help universities, institutions, and schools learn how to implement and improve mobile
technologies use based on faculty perspectives and experiences. Instructors will profit from the
finding of this study by learning how to use mobile technologies effectively and get comprehensive
information for best practice with their students. Students will also be more informed about the
The results of this study will inform Northern Illinois universities about the potential
recommendations will be provided to Northern Illinois universities and other universities about
Literature Review
The researcher conducted extensive search to gather research using electronic databases
such as ProQuest, EBSCO and Google Scholar. Various keyword combinations were used to
identify relevant empirical studies including the following: mobile learning, mobile technologies,
handheld devices, faculty members, and teachers. Five empirical studies related to faculty
Due to the importance of utilizing and implementing technologies in teaching and learning,
especially m-learning, researchers have conducted numerous studies about this topic. In this
section, the researcher is intending to review studies related to the topic of m-learning and how
5
The actual use, access and perceptions of instructors towards mobile learning were also the
focus of a study by Kafyulilo (2014). The author conducted a mixed method study to investigate
students and teachers access, use and perceptions of mobile phone as a tool in learning and
teaching. The result of the study revealed that most of the students (60%) owned mobile phones,
while all the in-service teachers, instructor and pre-service teachers had mobile phones. The
finding is similar to what Alali (2015) reported in his study about the accessibility of mobile
technologies among lecturers. In contrast, in (Kafyulilo, 2014) study, teachers and instructors
reported that they own mobile phones, but they do not know how to utilize and implement this
technology in order to facilitate teaching and learning. Interestingly, a mobile phone was found to
be the most accessible technology in educational institutions. Regarding the teachers and
instructors perceptions toward mobile phones, the study found that teachers and instructors had a
negative attitude toward mobile phones, which negatively affected the acceptance of mobile phone
as learning and teaching tool in schools. This finding is similar to what Mac Callum, et al., (2014)
found in their study. They both found that lecturers and teachers resist the integration of technology
in teaching and learning, which might be caused by their attitudes towards the technology and the
Regarding the use of mobile technologies in higher education, (Santos & Bocheco, 2010) stated
that many universities has already implemented mobile technologies as a teaching and learning
tools to keep up-to-date with the new trends of technology and communication. According to
Santos & Bocheco, (2010), educators and students have been used the mobile technologies and the
services that provided by this technology in education such as sending SMS and accessing social
6
Methodology
The purpose of this section is to describe and discuss methods that will be used in this
study. It will address the study design, instrumentation, a description of the studys participants
and data collection methods. It also offers an overview of the data analysis procedure and addresses
Research Design
The goal of this study is to provide an in-depth of faculty experience and perspective of
mobile technologies (in terms of what promote (motivate) or limit the use of mobile technologies,
the extent to which mobile technologies are used, and the benefits and challenges of using mobile
technologies from faculty perspectives. This study will used a qualitative case study approach to
answer the proposed research questions. Qualitative research provides a rich and comprehensive
description of the research topic in the form of a narrative report (Creswell, 2007). In general, as
noted by Ary, Jacobs, Sorensen, and Razavieh (2010), qualitative research is used to contextualize
The general goal of case study research is to provide a detailed description and
understanding of the entity (Creswell, 2015). A case study is a type of qualitative approach that
focuses on a single entity, which could be one individual, group, organization, or program
(Creswell, 2015). A case study produces an in-depth, rich, holistic description of a context or issue
(Creswell, 2015); it also provides great advantages in understanding human behavior in terms of
individuals past, present, and future actions; environment; emotions; and thoughts.
Instrumentation
The researcher conducted in-depth, open-ended interviews with four faculties at the
educational college at Northern Illinois University. The researcher interviewed the faculty
7
individually. According to Patton (2003), the three kinds of data collection in qualitative methods
There are three basic approaches with which to collect qualitative data through open-ended
interviews. These include the informal conversational interview, a general interview guide, and
the standardized open-ended interview (Patton, 1990). The standardized open-ended interview
approach was followed in this study, in which the interview consists of a set of questions that will
were asked of each interviewee through the same sequence and words. The standardized open-
ended interview allows the questions to be evaluated as it also guarantees time efficiency (Patton,
1990).
This qualitative study used 13 questions to gather the data. The structure of the interview
was the semi-structured, or partially structured, interview in which the interview questions are
formulated prior to the interview. The interview questions were carefully designed and formulated
to address the purpose of the research. The interview questions were divided into three categories
to explore types of Mobile technologies used, the extent to which Mobile technologies are used,
and the benefits and challenges of using Mobile technologies from faculties perspectives.
Participants
This qualitative case study used a purposeful sample of four faculties at the educational
college at Northern Illinois University. According to Creswell (2015), individuals and sites of the
research can be applied as a purposeful sampling. As the prospective participants should be using
or have used mobile technologies, a homogenous sampling design was the best suited to collect
the appropriate data from the appropriate participants. The focus of this research was faculties at
the educational college at Northern Illinois University. Those faculties were working as a faculty
at Northern Illinois university teaching different kind of classes to undergraduate and graduate
students. The interviews took place at the faculty office and lasted between 30 to 40 minutes.
8
Data collection Procedure
The researcher visited the website of the ETRA to collect the potential names and email
addresses of the faculty members to send them the invitation. Then, an invitation email was sent
to each prospective participant to ask for their participation. Then, the researcher selected the first
four participants willing to participate. The researcher provided the participants with a consent
form that made it clear participation in this study is voluntary and participants are under no
obligation to be involved with the effort. Each participant was interviewed on an individual basis.
Each interview lasted between 30 to 45 minutes and was audio recorded after receiving the
participants permission.
Ethical Issues
This research study was designed with careful attention to the ethical issues. According to
Patton (1990; 2003), several ethical issues must be considered in designing a qualitative study.
The related ethical issues to this research study include explaining the purpose, confidentiality,
informed consent, and data access and ownership. For this study, the researcher provided the
participants with an explanatory statement that states the purpose of the research, the possible
benefit, and the time required of the participants, as well as addressing expected
inconvenience/discomfort concerns. The researcher provided the participants with a consent form
that makes it clear participation in this study is voluntary and that participants are under no
obligation to be involved with the effort. To preserve confidentiality in this research study, none
of the names of the participants were revealed or identified when analyzing data. The researcher
9
Methods Data Analysis
For analyzing the data gathered in this study, the researcher followed the guidelines
presented by Patton (1990) and Ary, Jacobs, Sorensen, and Razavieh (2010) for qualitative data
analysis. The data analysis will go in three stages (organizing and familiarizing, coding and
reducing, and interpreting and representing) (Ary, Jacobs, Sorensen, & Razavieh, 2010). Once the
individual interviews conclude, the researcher will transcribe the tape recordings interviews and
take reflective notes regarding the data. After that, the researcher organized the data according to
the source (the four participants). In the coding and reducing stage, the researcher sorted the data
for each participant into units of meaning, where the researcher coded and labeled each unit with
a meaningful title. Then, the researcher placed all units with the same code into a single category.
The researcher linked similar and related categories into themes. Then the researcher merged the
The final stage of data analysis was interpreting and representing the stages, in which the
researcher extracted meaning, relationships, and insights from the data. Finally, the researcher
10
Finding
Descriptive Findings
I have a good experience in doing a quantitative research since I already took different
courses in statics. However, this is the first time I collect and analyses a qualitative data. Before I
took the class, I though dealing with a qualitative data is much easier that dealing with numbers.
Later, I realized that qualitative research is not that easy. As this was my first experience, I learned
a lot of things starting with building relationship with the potential participants and ending with
After I obtained the required permission and the participants agreement to volunteer in my
research, I have set a specific time with each of the participants. Prior to the first interview, I
prepared my audio record along with a pen and a notebook. I met with the first participant at his
office at 1:00pm. I asked the participants to record the interview, at this time he was little bet
worry. He told me that I though you only going to take a note. I told him, this record will only be
used for the purpose of this research and I am the only one who get access to it, and once I finished
my research the recorded audio will be destroyed. After this short conversation, he was more
I think I did not organize and guide the first interview very well. First of all, I noticed that
the participant was telling me answers that is really not related to the question that I asked him. In
addition, I noticed that the participant answer a q question that I did not ask him yet. This was kind
of a challenge to me. Another challenge I faced in the first interview was that the participant was
telling me a very long story about himself that I do not need. Thus, I ended with more than 50
11
Overall, I learned a lot in the first interview as it was my first-time interviewing participant.
The first experience helped me in how to organize the interview and guide it to the way that I can
Analytical Findings
Based on the finding of the data collection, four themed were emerged namely (Facultys
Participants Use of Mobile Technologies and Factors that limit Participants Use of Mobile
Technologies).
Most of the participants showed a positive attitude toward the use of mobile technology in
their teaching because of its advantages. They all agreed that using mobile technology provides
tremendous benefits and advantages for faculty and students. Participants mentioned different
kinds of benefits of the use of mobile technology, such as saving time, effort, and money and
improving interactivity and connectivity. Other benefits mentioned were ease of use, low cost, and
Using mobile technologies such as my smartphone helps me to save my time, and it also
saves the students time. For example, I can simply send an email to my students about the
due date of their assignment using my smartphone in just a minute. (interview excerpt,
Another advantage of these great technologies is that it keeps me up-to-date about the new
technology that can be used in teaching and what benefits can be gained from this technology for
12
students (interview excerpt, October 23, 2016). Yousef explained:
I am using my Apple laptop every day to do tasks related to my job as a teacher. This
technology has great value, and it has helped me a lot to accomplish my duty as an
instructor in a very short time because I can use it anywhere I am free. (interview excerpt,
Another advantage of the use of mobile technologies mentioned by the faculty was
mobility. Participants confirmed that the main reason that mobile technologies are commonly used
is the size. Yousef stated, One of the first advantages of using the laptop is its size. As you see,
this is my laptop. Its small, easy to carry, and I can do many things in this small technology
One of the biggest advantages of mobile technologies is mobility. For example, I can use
my laptop anywhere and anytime. However, if I use my desktop, I need to stay at my office
One of the main advantages mentioned by the faculty was that mobile technology is not
only for entertainment. They mentioned that it can be used in teaching and learning. For example,
Yousef stated that sometimes, when I am not in my office, I use my laptop to grade my students
assignment, prepare lessons for them (interview excerpt, October 24, 2016), and Ali mentioned
that I can do different things using this technology, such as in my personal life or tasks that related
to my job, such as teaching or doing research (interview excerpt, October 23, 2016).
Participants have different views on the price of mobile technologies. Some of them
mentioned that new mobile technologies are very cheap compared to the last eight years. The
existence of different brands in the market reduced the price of mobile technologies, such as
laptops, smartphones and iPads. Ibrahim explained there are many benefits of using mobile
13
technology in teaching. For example, most of the mobile technologies are cheap compared with
other technologies. For example, I bought this iPad for $500 and I can do a lot of tasks using it.
However, John stated that yes, mobile technology is very helpful and makes our life easier but
its not easy to have new and modern mobile technology because of the price (interview excerpt,
participants mentioned a few disadvantages of using this technology. These disadvantages include
smartphones and iPads, allows people to access the entirety of the Internet on the go. This
motivates people to spend much time on social networks, reading newspapers, and playing games
rather than using these technologies for teaching or learning. It was obvious that faculty members
were concerned about this issue. For example, Ali complained about the time he spent using this
kind of technology. He said, Its funny, sometimes the advantage of something becomes a
disadvantage. He explained, because I can use this kind of technology anytime and anywhere, I
found that I spend more time than needed using this technology for different purposes, it is really
becoming waste of time sometimes. Ibrahim also has the same concern. He stated, recently I
noticed that I spend much time using my Androids to check my email, reading new posts in
Facebook.
of mobile technologies. The complexity ranges from a technical issue to a social issue (interaction
between faculty and his/her students). Yousef stated that mobile technologies are not always easy
to use. He said that some of mobile technologies that have recently emerged such as iPad and
14
smartphone are to some extent difficult to use. He continued, For example, I tried a few times
to connect my iPad to the projector in my class, and every time I failed and every time I needed to
call the technical support to help me. Yousef stated that this complexity will be an obstacle to the
Ibrahim raised an important issue about the use of mobile technology in education
distraction. Ibrahim mentioned a concern about allowing students to use their mobile technology
in the class, because students can become distracted. He said, Students cannot focus on the lesson
if they are allowed to use their mobile technologies such as laptops or smartphones, because they
will use them for different purposes, such as receiving or sending emails or playing video games
during the class. John also stated that nowadays as you can see people spend much time using
their iPhone playing games or chatting with friends, if I as a teacher allowed my students to bring
their mobile phones to class, they would simply start playing games and chatting instead of using
All the participants reported using mobile technologies for personal and educational
purposes. Participants reported that they use mobile technologies for three educational purposes:
participants use mobile technologies to supplement and facilitate traditional ways of teaching. The
uses of mobile technologies for teaching activities include presenting educational content,
browsing research sites, downloading research studies, preparing lectures, viewing computer
programs, searching the Internet for new information in their field, developing video clips, creating
15
Ali stated, I usually use SMS in my phone to remind my students about the due dates of
their assignments, and sometimes I send them text messages about any update in my course.
Ibrahim mentioned that he uses his tablet to read electronic books that relate to his major. He
explained, Some book is very expensive to buy a hard copy, and some books is very difficult to
carry, so instead I usually buy an electronic book because its cheaper, and use my tablet to read
it.
One of the factors that promote the use of mobile technologies in higher education is
personal motivation or desire. Ibrahim reported that motivation or desire, whether on the part of
the teacher or on the part of the student, is the main motivation for using mobile technologies.
However, faculty members personal motivation and desire to use mobile technologies are directly
related to their beliefs on the benefits associated with integrating these technologies into higher
education.
Other factors were related to the university. All participants reported the integral role of
the university in promoting the use of mobile technologies. To encourage faculty members to use
mobile technologies, the university should make these technologies available. All the participants
indicated that the availability of these technologies, particularly in the classroom, would encourage
them and the other faculty members to use mobile technologies. Participants reported that mobile
technologies such as laptops and iPads that support some applications not available on a desktop
computer should be provided in the classroom. However, the availability of technologies does not
guarantee their use. Participants reported that the university should provide training, technical
In addition, it appears the university should monitor faculty members use of mobile
technologies throughout the whole educational process. In addition to that, some participants
16
reported that there should be a change in policy to encourage the use of mobile technologies.
Yousef stated:
The university should make the faculty members feel that the use of mobile technology is
a crucial skill for them and they have to use it. Using mobile technology must be one of
the evaluation criteria for faculty members. This is the role of the university; it must
promote the technical culture and provide training, especially in the use of new mobile
technology such as iPads or tablets. The administrative side should create, stimulate, follow
up, and evaluate your use of the technology. (interview excerpt, October 24, 2016)
Participants have mentioned some factors that limited their use of mobile technologies in
their educational activities. One of the factors that was reported by participants was perceived ease
of use. Participants mentioned that some of the new mobile technologies are complicated when it
comes to using them in the classroom. For example, John reported trying to connect his smartphone
to the projector in the classroom to present slides he prepared for the students, but he mentioned
that he could not do it. In addition, Ali reported that most of the new mobile technologies are not
compatible with the devices available in the classroom. Another factor that limits the use of mobile
technologies was reported by Ibrahim. He mentioned that some students, especially older students
who are taking graduate courses, are not ready to use mobile technologies. Ibrahim stated that in
one of the courses that I was teaching, students were required to create an instructional
video using one of the very common applications that are being used to create video. I was
surprised when one of the students told me that she does not know how to use this
Ibrahim suggested that students and faculty should be trained on how to use the new emerging
technology that being used on the education context (interview excerpt, October 27, 2016).
17
Validity Threat
Validity is a very important issue in research in general and more importantly in qualitative
research. The most important threat to the validity of my research conclusion that I am concern
about is the researcher bias. One of the validity threat is that I mistakenly or without any purpose
select the data (from the interview) that I like or that is more fit to the theory that I am applying in
my research and neglect the other data that do not met my expectation or assumption. I tried to
avoid this treat by isolating myself and this as I do not have any opinion regarding the topic.
Another possible threat to the validity of my research conclusion is that during the interview, I as
a researcher might influence the interviewee answers to the interview questions. For instance, As
I purposively select the sample of my research and they know me as we are working in the same
department, interviewees might know about my perception or prospective about the topic that I
am studying. Consequently, participants might tend to say what I like to hear. Another threat to
the validity is that as a researcher, I might misunderstand or misinterpreted the data that
participants provided. I think it is not easy to avoid the negative consequences of this threats.
18
Answer to the Research Question
Research questions 1: What are the university instructors views towards the advantage and
disadvantage of using mobile technology in teaching?
The result of the study indicated that the participants are convinced of the relative
advantages of mobile technologies in general. Overall, the reported benefits of mobile technologies
were saving time, effort, and money; improving interactivity and connectivity. Other benefits cited
were ease of use, low cost, and flexibility. in addition to the advantages of using mobile
disadvantages that were reported by the participants were technology addiction, the complexity of
Research questions 2: How frequently do university instructors use their mobile technology in
teaching?
The result of the study indicated that faculty are using mobile technologies for personal
and educational purposes. Participants reported that they use mobile technologies for three
teaching activities, participants use mobile technologies to supplement and facilitate traditional
ways of teaching. They uses of mobile technologies for teaching activities include presenting
materials to students, browsing research sites, downloading research studies, preparing lectures,
viewing computer programs, searching the Internet for new information in their field, developing
video clips, creating tests and lecture reviews, and working on research or assignments.
19
Research questions 3: What are the factors that promote or limit the use of Mobile technologies
in teaching?
The result of the study indicated few factors that might promote or limit the use of mobile
technologies. One of the factors that promote the use of mobile technologies in higher education
is personal motivation or desire. Ibrahim reported that motivation or desire, whether on the part of
the teacher or on the part of the student, is the main motivation for using mobile technologies.
Other factors were related to the university. All participants reported the integral role of the
university in promoting the use of mobile technologies. One of the factors that was reported by
participants was perceived ease of use. Participants mentioned that some of the new mobile
20
Discussion
Some of the findings of this study of the factors that would promote and limit the use of
mobile technologies were similar to those of Asmari (2005), who pointed out that barriers to the
use of mobile technologies were lack of training programs on the job and insufficient availability
of adequate infrastructure in the classroom. The current study found that most of the new mobile
technologies are not compatible with the technologies provided in the classroom.
Some common barriers to mobile technology use reported in Husseins (2011) study and
this study are the lack of technical support for faculty members and the lack of adequate support
from the administration. The findings show that participants are looking for more support in their
mobile technology adoption, which puts them in the confirmation stage of the innovation decision
Regarding faculty attitudes and perceptions toward the use of mobile technology, the
current study found that faculty members have a positive attitude toward the use of mobile
technologies. They believe that these technologies facilitate learning and teaching. However,
previous studies found contradictory results. The study of Kafyulilo (2014) indicated that teachers
and instructors had a negative attitude toward mobile phones. Kafyulilo (2014) stated that this
perception negatively affected the acceptance of the mobile phone as a learning and teaching tool
in schools. Another study that found inconsistent results was conducted by Mac Callum, Jeffrey,
and Kinshuk (2014). Mac Callum et al. found that lecturers and teachers resist the integration of
technology in teaching and learning, which might be caused by their attitudes toward the
The result of the current study indicated that faculty members use mobile technologies in
three educational areas: teaching activities, administrative activities, and research activities. For
example, faculty members use SMS for administrative activities, such as reminders about
21
assignments, and for research activities, such reading electronically published articles using
handheld devices. This finding is similar to what Santos and Bocheco (2010) reported in their
study. Santos and Bocheco (2010) reported that educators and students have been using mobile
technologies and the services they provide for educational purposes, such as sending SMS and
As this study applied only qualitative method to collect and analyze the data, it is
recommended that future research use mixed methods designed to generate more data on facultys
experience with and perspectives on mobile technology at Northern Illinois University. This study
should be replicated with a larger number of participants and with wider representation of faculty
members in various disciplines. Also, similar qualitative and quantitative research studies,
Based on the findings of this study and the related conclusions, a set of suggestions can
The university administration should provide faculty members with high quality
technologies and services such as high quality projectors that compatible with mobile
Training programs are required to meet faculty members mobile technologies use needs.
However, several considerations are required in designing such programs in terms of time
and nature. These training programs should be hands on experience type of training rather
22
than theoretical training. These training programs should combine the introduction of any
Financial stimulus should be provided for all the faculty members. Instant technical support
members uses of mobile technologies through confirming the importance of this issue.
23
References
technology in teaching and learning in Saudi Arabia (Doctoral dissertation, Wayne State
University).
Al-Asmari, A. M. (2005). The use of the Internet among EFL teachers at the Colleges of
Columbus, OH.
Aljuaid, N., Alzahrani, M., & Atiquil, A. (2014). Assessing mobile learning readiness in Saudi
2013), 9.
Al-Fahad, F. (2009). Students' attitudes and perceptions towards the effectiveness of mobile
learning in king Saud University, Saudi Arabia. Turkish Online Journal of Educational
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in
Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning
new English language words. British journal of educational technology, 40(1), 78-91.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions
24
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson
Education.
Derakhshan, N. (2012). Student and faculty perceptions of the features of mobile learning
Ismail, I., Bokhare, S. F., Azizan, S. N., & Azman, N. (2013). Teaching via Mobile Phone: A
Kafyulilo, A. (2014). Access, use and perceptions of teachers and students towards mobile
phones as a tool for teaching and learning in Tanzania. Education and Information
Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers adoption of mobile
69(6), 3438.
Hussein, B. (2011). Attitudes of Saudi universities faculty members towards using learning
25
10(2), 43-53.
Patton, M. Q. (1990). Qualitative evaluation and research methods (1st ed.). Newbury
from http://www.wmich.edu/evalctr/archive_checklists/qec.pdf
Rogers, E. M. (2003). Diffusions of innovations (5th ed.). New York, NY: Free Press.
Santos, I., & Bocheco, O. (2010). Instructor Perceptions of using mobile phones in teaching and
learning: The case of a group of instructors in the UAE. In Global Learn, 2010(1), 212-
217.
Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and
26