Exploring the factors influencing mobile technology integration in higher education

ABSTRACT

This study proposed and tested an empirical model to examine the relationships between the factors influencing mobile technology integration in higher education from the students’ and faculty points of view. A sequential mixed method was used to meet the aim of the study. The findings of the qualitative phase were used to develop the quantitative instrument. The participants in the qualitative data collection were 39 students and faculty members. In addition, the participants were 300 graduate students from two large universities in northern Palestine. The findings of the study revealed that the proposed model helps in explaining factors affecting students’ mobile technology integration and exploring relationships between the factors. Furthermore, students’ attitudes and beliefs, the quality of service, patronisation, the cost of service and the instructors had a significant impact on students’ mobile technology integration in higher education.

KEYWORDS:

• Mobile technology
• mobile devices
• higher education
• path analysis
• mobile technology integration

Availability of data and material

The survey used for data collection was provided as supplementary material

The data is not available because of the privacy of the participants, and it is in the Arabic language.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed here

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Zuheir N. Khlaif

Zuheir N. Khlaif is a researcher and faculty member in the Faculty of Educational Sciences and Teachers’ Training, An Najah National University, Palestine. He holds an MSc in Instructional Design and a PhD in Instructional Design and Technology. Khlaif conducts empirical studies on technology integration in higher and public education, online learning, computational thinking and technostress, to which he applies various critical theories. He is also interested in emerging research paradigms, including social network analysis, learning analytics and data mining. He shares his views on his Facebook feed @khlaifz.

Soheil Salha

Soheil Salha has a PhD in Curriculum and Instruction with specialisation in the field of Educational Technology (Mathematics Education). He has published several studies on using software in learning and teaching mathematics, teacher education, curriculum analysis, school design and higher education issues.