Mobil Öğrenmenin Kabulü: Sistematik Literatür İncelemesi

Yıl 2018, , 571 - 589, 22.08.2018

Nurcan Alkış , Duygu Fındık Coşkunçay

https://doi.org/10.17556/erziefd.440974

Cited By: 5

Öz

Eğitim
faaliyetlerinin mobil cihazlar ve uygulamalar ile desteklenmeye başlanması ile
mobil öğrenme (m-öğrenme) kavramı ortaya çıkmış ve eğitim bağlamında yeni bir
araştırma alanı olarak yerini almıştır. m-Öğrenmenin avantajlarından
faydalanabilmek için, bu öğrenme yönteminin son kullanıcılar tarafından
benimsenmesi ve kabulü önemlidir. Literatürde, kullanıcıların m-öğrenme
kabulünü etkileyen faktörleri inceleyen birçok çalışma mevcuttur. Bu
çalışma,  m-öğrenme kabulünü etkileyen
faktörleri belirleyebilmek için literatürdeki m-öğrenme kabulü çalışmalarının
sistematik bir şekilde incelenmesini amaçlamıştır. Ayrıca bu çalışmanın bir
diğer amacı m-öğrenme kabulünü tahmin etmek için kullanılan teorilerin
belirlenmesidir. Literatürdeki çalışmalara ulaşmak için sistematik inceleme
prosedürü tasarlanmış ve uygulanmıştır. Sistematik inceleme prosedürü ile elde
edinilen 51 çalışma, örneklem grupları, çalışmaların dayandığı teoriler ve
m-öğrenmenin kabulünü etkileyen faktörler ve aralarındaki ilişkiler kapsamında
incelenmiştir. Yürütülen çalışmalarda toplam 106 faktör belirlenmiş ve bu
faktörler m-öğrenmenin kabulü ve benimsenmesi bağlamında 12 boyut altında
gruplandırılmıştır. Ayrıca bu faktörler arasındaki ilişkiler incelenmiş ve
toplam 222 anlamlı ilişki bulunmuştur. 
Bu ilişkilerden, Algılanan Fayda-Davranışsal Niyet, Algılanan Kullanım
Kolaylığı-Algılanan Fayda ve Algılanan Kullanım Kolaylığı-Davranışsal Niyet
ilişkilerinin istatistiksel olarak anlamlı sonuç veren ve en çok araştırılan
ilk üç ilişki olduğu gözlenmiştir.  

Anahtar Kelimeler

sistematik inceleme, teknoloji kabulü, teknoloji kabul modeli, mobil öğrenme

Kaynakça

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