Agricultural education students' acceptance and self-efficacy of mobile technology in classrooms.

摘要

Mobile learning is a growing segment of e-learning as more students are regularly engaged in mobile technology use. The amalgamation of learning and mobile technologies, known as mobile learning, is a relatively recent phenomenon and a thorough framework of knowledge has yet to be developed. Researchers lack data on the factors affecting college and university students' acceptance of mobile learning. The need to gather this data is paramount to our understanding of how the use of mobile technology is changing learning for students in higher education. Agricultural educators and students would benefit from a greater understanding of the mobile learning and its part in agricultural education. The population of the study was undergraduate education students at Texas A&M University (N=687). The study used quantitative research surveys to evaluate students' acceptance of mobile learning and self-efficacy. Descriptive statistics were used to provide levels of students' mobile learning acceptance and self-efficacy. Students scored highest in the areas of self-efficacy and effort expectancy. Further studies should address the relationship between mobile learning acceptance and self-efficacy. The relationships determined by future research will help increase our knowledge of students' perceived capacity to learn via mobile technology.