Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco

Version 1 : Received: 28 July 2021 / Approved: 30 July 2021 / Online: 30 July 2021 (11:43:12 CEST)

How to cite: Zidoun, Y.; Zary, N. Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco. Preprints 2021, 2021070698 (doi: 10.20944/preprints202107.0698.v1). Zidoun, Y.; Zary, N. Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco. Preprints 2021, 2021070698 (doi: 10.20944/preprints202107.0698.v1).

Abstract

Background: In an age where information is generally accessible, most of the interest these days has focused on how accessible and convenient technology can be. So small and personal, mobile devices can transform our perception of learning by combining both mobility and convenience. Mobile learning is part of the digital learning landscape alongside e-learning and serious games. However, knowledge about effective design of mobile learning experiences remains of interest with a focus on appropriate design models and the embodiments that can be implemented to achieve the intended educational outcomes. Exploring the instructor's perspective on mobile learning is essential. Therefore, the aim of this study was to investigate the Moroccan instructors' perception and practice of mobile learning to inform the development of an ecologically valid mobile learning integration model. Methods: Higher education Instructors (n=41) were recruited to the study. The Moroccan instructors' perception and their experiences regarding their adoption of mobile learning were collected using an online survey. The analysis focused on their mobile use, perceived IT competency, and opinions on mobile learning. Results: We described most of the instructors' considerations regarding integrating mobile technologies into their teaching activities. We found that most of the mobile learning activities defined by the respondents corresponded to relatively advanced use of mobile devices. More promising, instructors have found innovative ways to use the educational potential of mobile devices. However, the prospect of mobile devices was still to challenge. No or poor Wi-Fi connection, number of devices or limited access, sometimes fees or applications incompatibility were identified as reasons and obstacles to mobile learning usage. Conclusion: Mobile learning is mostly perceived positively among Moroccan instructors allowing many applications and usage to enhance teaching and learning. In this study, a better understanding of aspects and factors influencing the integration of mobile learning in the Moroccan educational context is exposed, helping further the development of an ecologically valid mobile learning integration model. Future work on mobile learning should consider the highly paced evolution of mobile technologies, emphasizing the flexibility of integration frameworks to support instructors and learners.

Keywords

Mobile learning; Integration framework; Design-based research

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