Yıl 2017, Cilt 3 , Sayı 9, Sayfalar 518 - 524 2017-12-27


Hendra YULİSMAN [1]

The rapid development of mobile and wireless communication technology has had a great impact on education. Previous researchers have implemented mobile device-assisted learning that is known as mobile learning. Mobile learning offers new opportunities for educators and learners in attempt to improve their quality of teaching and learning. However, mobile learning is still rarely used. One of the factors that influence it is that the teachers are still reluctant to implement mobile learning. In fact, the successful implementation of mobile learning is strongly influenced by the positive perception of its users. Therefore, it is very important to know the perception of the education lecturers. The aim of this study is to investigate the background and perception of educators in mobile learning. The method used in this study was descriptive method with qualitative approach. The data were collected from education lecturers who teach in Universitas Syiah Kuala by means of questionnaires and interviews. The results show that education lecturers in Universitas Syiah Kuala had positive perceptions of mobile learning. Interestingly, although they are not from ICT-related education, they are currently working with the ICT-related job and interested in implementing mobile learning. The financial and device issues were not to be the obstacles for the lecturers to integrate mobile learning in their class and most of them are ready to implement mobile learning before 2 years.

Education lecturers, Mobile learning, Perception
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Konular Sosyal
Bölüm Makaleler

Yazar: Hendra YULİSMAN (Sorumlu Yazar)
Ülke: Indonesia


Yayımlanma Tarihi : 27 Aralık 2017

EndNote %0 International E-Journal of Advances in Education PERCEPTIONS OF EDUCATION LECTURERS IN THE IMPLEMENTATION OF MOBILE LEARNING %A Hendra Yulisman %T PERCEPTIONS OF EDUCATION LECTURERS IN THE IMPLEMENTATION OF MOBILE LEARNING %D 2017 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 3 %N 9 %R doi: 10.18768/ijaedu.370413 %U 10.18768/ijaedu.370413