This qualitative study employed mature acceptance and diffusion research to draw out the complex multivariate factors affecting local tutor acceptance of mobile devices. A focus group was used initially to explore general mobile device acceptance factors and ascertain how relevant categories listed in the acceptance and diffusion literature would be. This was followed by eight substantial semi-structured interviews shaped by IDT (Rogers, 2003) and UTAUT (Venkatesh et al., 2003) categories.
The main purpose of this research was to identify factors perceived to affect or constrain tutor acceptance of mobile devices, whilst noting any distinctions made by tutors between students’ own ‘ubiquitous’ mobile devices and class sets of these devices. The reasoning was that whilst there is much excitement and continuing debate about the possibilities of BYOD (bring your own device), the process of integrating BYOD in comparison to more homogenous faculty/institution/class/research sets could be quite different.
A review of the literature revealed that there are no previous studies which have employed diffusion and acceptance models to identify the psychological factors affecting tutor acceptance of mobile devices in a HE context. Whilst there is one comparable tablet focused study set in a German secondary context (Ifenthaler and Schweinbenz, 2013), as yet, there are no studies which have explored factors enabling or constraining tutor acceptance of heterogeneous student mobile devices.
The findings of this research include the identification of numerous factors that can enable or constrain tutor acceptance of faculty and student devices in the classroom. A clear tutor preference for faculty devices over BYOD was also identified and explored.
This study could help inform the future efforts of practitioners wishing to investigate or even affect mobile device usage in their own institutions. It could also be of interest to attendees considering BYOD policies or mobile device acquisitions for their institutions.
This research links to all of the themes in this year’s conference. Most notably, tutor acceptance of mobile devices could help facilitate the use of social media for learning, as well as generate new opportunities for crowd sourcing ideas and collaborative classroom activities.
Cochrane, T., Antonczak, L., Keegan, H. and Narayan, V. (2014) “Riding the Wave of BYOD : Developing a Framework for Creative Pedagogies.” Research in Learning Technology, Vol. 22, pp. 1–14.
Ifenthaler, D. and Schweinbenz, V. (2013) “The Acceptance of Tablet-PCs in Classroom Instruction: The Teachers’ Perspectives.” Computers in Human Behavior, Vol. 29, No. 3, pp. 525–534.
Rogers, E. (2003) Diffusion of Innovations, 5th edn, (London: Free Press).
Venkatesh, V., Morris, M. G., Davis, G. B. and Davis, F. D. (2003) “User Acceptance of Information Technology: Toward a Unified View.” MIS Quarterly, Vol. 27, No. 3, pp. 425–478.