Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions

Md Kassim Normalini, Zhu Fei, Wan Normila Mohamad, Mohamad Saifudin Mohamad Saleh
Journal of Information Technology Education: Research  •  Volume 23  •  2024  •  pp. 005

The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning.

The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period.

Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia.

This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability.

Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use.

Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical.

This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning.

COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally.

Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions.

sustainability, mobile learning, intention, instructor readiness, student readiness, learning autonomy
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