Academics’ Adoption of Emerging Mobile Technologies within Higher Education in China

Abstract

With the proliferation of technology and the Internet, the way education is delivered has changed rapidly. Despite the increasing numbers of studies published on the implementation of mobile technologies since the integration of mobile technologies into the context of higher education there is still an inadequate focus on Chinese higher education academics' acceptance and use of mobile technologies in the instruction. The present study, therefore examines the current situation of academics' adoption of mobile technologies in the context of higher education in the People's Republic of China, establishing their acceptance, readiness and implementation of mobile technologies in teaching. Informed by three theoretical models of technology acceptance and use, this study consisted of two sequential mixed methods approaches: Study One was an initial quantitative survey with a follow-up semi-structured interview, and Study Two was composed of one quantitative survey followed by lecturer observations. In the first study, a survey of 638 academics from different faculties within six higher education institutions investigated factors affecting their behavioural intentions and use behaviours of mobile technologies in teaching practice. This was followed by semi-structured interviews of 18 academics to explore their perceptions of mobile learning and mobile technology adoption and their personal knowledge of integrating mobile technologies into practice. In the second study, surveys with the same participants were administered to identify the levels of academics' technological, pedagogical and content knowledge as well as the interactions among seven knowledge domains. Observations of seven academics' mobile integrated instruction including their selection of mobile technologies to match curriculum and instructional strategies were made. Finally, data were triangulated to identify the levels of mobile technology driven instruction and their relationship to the theoretical models. Quantitative data were analysed statistically with Microsoft Excel 2013, SPSS 24.0 and SmartPLS-SEM 3.0, and qualitative data were analysed narratively and thematically after transcribing with NVivo 11.0. Triangulation of three databases confirmed that performance expectancy, effort expectancy, social influence, facilitating conditions hedonic motivation, habit, self-efficacy, attitude and technological pedagogical content knowledge were influential factors of academics' acceptance and use of mobile technologies. Individual differences such as gender, age, teaching experience, and discipline demonstrated moderating effects on relationships between these factors and academics' intention and usage of mobile technologies. Moreover, the data suggest that academics' technological pedagogical and content knowledge is strongly influenced by compound knowledge domains rather than separate technological knowledge, content knowledge, or pedagogical knowledge. Academics, generally held positive attitudes toward integrating mobile technologies in the classroom as they all had experience of using these technologies. Enablers from technological, personal and social perspectives increased the possibilities and opportunities of mobile technology adoption in curriculum design and pedagogical practice. All academics observed demonstrated adequate technological competency in curriculum design and pedagogical practice although there were some differences in the selection of mobile tools, the setting of teaching goals, the design and implementation of instructional activities. The instructional use of mobile technologies was effective in the observed lessons, leading to the improvement of students' learning experience and the transformation of traditional teaching to mobile instruction. This study provides theoretical implications for the literature in the field of mobile technology adoption in higher education, as well as practical implications for frontline academics, university and faculty authorities, and relevant policymakers. Limitations are addressed from the perspective of research context and sampling techniques, and recommendations are made for practice and further research.