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Hafedh Al-Shihi. This is an open access article distributed under the Creative Commons Attribution License unported 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided that original work is properly... more
Hafedh Al-Shihi. This is an open access article distributed under the Creative Commons Attribution License unported 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided that original work is properly cited
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Mobile learning remains a new frontier for many instructors and students. When compared to the traditional and E-learning systems, mobile learning requires the use of different learning and teaching strategies to be adopted and accepted... more
Mobile learning remains a new frontier for many instructors and students. When compared to the traditional and E-learning systems, mobile learning requires the use of different learning and teaching strategies to be adopted and accepted in higher education. This article presents mobile learning concepts ecosystem with more focus on the mobile learning adoption. The article describes the results of research investigation to design a model of mobile learning adoption for higher education providers. The model main components were identified as: user initiation, user willingness and acceptance with different influencing factors including demographics, external variables (performance expectancy, effort expectancy, social influence, facilitating conditions), enjoyment, efficiency, sociability, flexibility, suitability and economic. The provided model is part of an Omani-funded research project investigating the development, adoption and dissemination of M-learning in Oman.
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Information technology and communications have now become the main elements that move forward and help Oman in its national development process. Internet penetration in most developing countries like Oman is still low as oppose to mobiles... more
Information technology and communications have now become the main elements that move forward and help Oman in its national development process. Internet penetration in most developing countries like Oman is still low as oppose to mobiles dissemination, despite the government plans and strategies to enhance internet diffusion. Internet subscribers comprised about 2.5% of the general population of Oman. In contrast, the number of mobile holders increased substantially since the launch of these services in 1996. Prepaid mobile services and SMS were introduced in 2001 and both are currently popular with subscribers. Such fine appeal influenced many government organizations to go mobile with their services. This paper reviewed the ICT sector and the current m-government initiatives in Oman setting up the mobile services and aimed to understand the key factors to adoption and diffusion of these services.
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M-Learning software development is a complex process, which require judicious handling of requirements during elicitation, analysis, specification, prioritization, and finally application development. This article establishes four basic... more
M-Learning software development is a complex process, which require judicious handling of requirements during elicitation, analysis, specification, prioritization, and finally application development. This article establishes four basic requirements such as Mobile-computing Infrastructure, Instructional design and learning design, Human-mobile Interaction, Evolution of Learning content and Software that need to be captured during the requirement elicitation phase of M-Learning software development. The grouping of these requirements is the outcome generated from thorough analysis of number of failed projects in M-Learning. It has been found that a number of the M-Learning software fails to meet the objective due to in appropriate handling of these requirements. Moreover these requirements are interdependent thus affecting one another. For instance the size of learning content and user interface is affected due to limitations of mobile devices and internet connectivity. Hence it is very important to consider these requirements during M-Learning software development. In future these requirements will be incorporated in requirement elicitation phase of M-Learning Software Development Methodology. The study is a part of funded research project investigating Adoption, Development, and Dissemination of M-Learning.
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M-Learning adoption is affected by national level initiatives.M-Learning can be implemented well by public and private partnership.M-Learning in the Middle East is require awareness, training, and motivation.Experience of educationally... more
M-Learning adoption is affected by national level initiatives.M-Learning can be implemented well by public and private partnership.M-Learning in the Middle East is require awareness, training, and motivation.Experience of educationally advanced countries can be used to tackle problem of M-Learning adoption in educationally less developed countries. The integration of mobile devices in the educational system presents enormous opportunities stretching from improved efficiency to accessibility of education to communities living in remote areas. The last decade has seen emergence of a new economy called Knowledge Economy, a fusion of globalization and Information and Communication Technology (ICT). Educationally advanced countries such as South Korea, USA, Japan, Taiwan, Singapore, Malaysia, European Union and Australia are using mobile devices in the educational sectors. These countries have been found promoting Mobile Learning (M-Learning) as a matter of national policies. They have accommodated E-Learning and M-Learning in their traditional learning systems. However most of the Middle East countries are still out of race and facing number of challenges in M-Learning adoption. A critical review of educationally advanced countries suggests that adoption of M-Learning is influenced by country specific as well as individual constraints. As a consequence five important lessons have been drawn from these countries, national level initiatives, public and private partnership, characteristics of learners and cultural norms, M-Learning infrastructure, and awareness. This paper is intended to help policymakers of the educationally less advanced countries to overcome the challenges of M-Learning, following the footsteps of educationally advanced countries. The review concludes with the discussion of five lessons in the context of the Middle East, assigning priority the most important being the national level objective, followed by M-Learning awareness, partnership between public and private entities. Also learners' characteristics and cultural norms, M-Learning infrastructure, policymakers must evaluate when making decisions about M-Learning adoption.
Research Interests: Information Systems, Geography, Computer Science, Information Technology, Educational Technology, and 8 moreMobile Learning, Political Science, Learning And Teaching In Higher Education, Middle East, Pergamon, Technology Adoption, IIT Institute of Informatics and Telematics, and Eduactional Planning and Development
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The technological advancements are rapidly disrupting our lives and causing a wide technology adoption gap between older and younger people. When it comes to reading modes (Printed-text vs Digital), researches show discrepancy in results... more
The technological advancements are rapidly disrupting our lives and causing a wide technology adoption gap between older and younger people. When it comes to reading modes (Printed-text vs Digital), researches show discrepancy in results and preferences among generations. Reading comprehension is always seen as a pivotal subject in any reading process or task. This paper aims to examine the key assessment factors to be considered to assess the impacts of reading modes on reading comprehension. Several factors and methodologies were observed that span across several disciplines like neuroscience, brain research, instructional and learning technologies, human computer interactions, information technology among others. In this paper, only the common and most frequently used factors were selected and described, namely reader's attention, reading speed, reading workload, and reading preference.
The integration of mobile devices in the educational system presents enormous opportunities stretching from improved efficiency to accessibility of education to communities living in remote areas. The last decade has seen emergence of a... more
The integration of mobile devices in the educational system presents enormous opportunities stretching from improved efficiency to accessibility of education to communities living in remote areas. The last decade has seen emergence of a new economy called Knowledge Economy, a fusion of globalization and Information and Communication Technology (ICT). Educationally advanced countries such as South Korea, USA, Japan, Taiwan, Singapore, Malaysia, European Union and Australia are using mobile devices in the educational sectors. These countries have been found promoting Mobile Learning (M-Learning) as a matter of national policies. They have accommodated E-Learning and M-Learning in their traditional learning systems. However most of the Middle East countries are still out of race and facing number of challenges in M-Learning adoption. A critical review of educationally advanced countries suggests that adoption of M-Learning is influenced by country specific as well as individual constraints. As a consequence five important lessons have been drawn from these countries, national level initiatives, public and private partnership, characteristics of learners and cultural norms, M-Learning infrastructure, and awareness. This paper is intended to help policymakers of the educationally less advanced countries to overcome the challenges of M-Learning, following the footsteps of educationally advanced countries. The review concludes with the discussion of five lessons in the context of the Middle East, assigning priority the most important being the national level objective, followed by M-Learning awareness, partnership between public and private entities. Also learners' characteristics and cultural norms, M-Learning infrastructure, policymakers must evaluate when making decisions about M-Learning adoption.
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... However, Sumner and Hostetler (1999) indicated that senior managers should clearly identify the goal of LMS for the university curriculum to encourage instructors to adopt and use the system. Managers are acknowledged as a high... more
... However, Sumner and Hostetler (1999) indicated that senior managers should clearly identify the goal of LMS for the university curriculum to encourage instructors to adopt and use the system. Managers are acknowledged as a high authority (Ali 1990). ...
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... DOI: 10.4018/978-1-60960-884-2.ch006, ISBN13: 9781609608842, ISBN10: 1609608844, EISBN13: 9781609608859. Source title: Higher Education Institutions and Learning Management Systems: Adoption and Standardization. Sample PDF Cite... more
... DOI: 10.4018/978-1-60960-884-2.ch006, ISBN13: 9781609608842, ISBN10: 1609608844, EISBN13: 9781609608859. Source title: Higher Education Institutions and Learning Management Systems: Adoption and Standardization. Sample PDF Cite Chapter. MLA. ...
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... However, Sumner and Hostetler (1999) indicated that senior managers should clearly identify the goal of LMS for the university curriculum to encourage instructors to adopt and use the system. Managers are acknowledged as a high... more
... However, Sumner and Hostetler (1999) indicated that senior managers should clearly identify the goal of LMS for the university curriculum to encourage instructors to adopt and use the system. Managers are acknowledged as a high authority (Ali 1990). ...
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ABSTRACT Purpose – The purpose of this paper is to understand the customer perception of service quality with respect to the e-Government services in Oman and conduct an investigation in order to determine the key factors that affect the... more
ABSTRACT Purpose – The purpose of this paper is to understand the customer perception of service quality with respect to the e-Government services in Oman and conduct an investigation in order to determine the key factors that affect the quality of e-Government services in Oman. Design/methodology/approach – Primary data relating to the variables affecting quality of e-Government services and demographic profile data are collected using a questionnaire survey. The questionnaire was designed based on literature review and focus groups. Factor analysis method is employed to identify and rank the important factors affecting service quality. Findings – The study found that the four factors listed in the descending order of importance, reliability, responsiveness, efficiency, and security are primary determinants of the quality of e-Government services in Oman. Practical implications – This research enables government organizations to enhance their understanding of customer perception of e-Government services. The customer preference information can provide useful direction to the design, implementation, and management of e-Government services. Social implications – Improved service quality of e-Government systems can enhance public participation in these systems that have been established with huge investments. The improved participation can result in increased levels of efficiency, convenience, public awareness, transparency, engagement, and information for decision-making. Originality/value – The paper addresses quality of e-Government services for the first time in Oman and in the gulf region using a carefully designed research study. The paper is of value to researchers in the area of service quality of e-Government, Government of Oman, and governments in the gulf region and other developing countries that are involved in designing and managing e-Government service systems.