Learners’ Acceptance of Mobile Learning for Post-School Education and Training in South Africa

Abstract

Mobile learning is no longer a new concept and has been fully embraced by a number of educational systems throughout the world. The aim of this study was to assess the learners’ acceptance for mobile learning, focusing on post school education and training institutions in South Africa. A quantitative research design was used in this study in which a questionnaire with closed ended questions was administered to respondents for data collection. Cochran’s method was employed to compute the sample size, n = 384 participants (learners) attending at a higher education institute in South Africa. Statistical software, STATA was used to analyse the data in which principal component analysis was used to ascertain linear combinations of variables considered in the study. The modified acceptance framework that is based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model was adopted to determine the factors that influence the learners’ intention to use mobile learning. Study findings indicate that mobile learning is not well grounded in the learners’ educational environment in South Africa and yet there is evidence of widespread use of mobile technologies. This was supported by 284 (72.29%) of 384 learners who confessed to having no knowledge of mobile learning much as they used mobile gadgets.