The Impact of Personality Traits Towards the Intention to Adopt Mobile Learning

Mobile devices have become increasingly more common in the digitally connected world. Mobile learning as a model of e-learning refers to the acquisition of knowledge & skills utilizing mobile technologies. The aim of this study is to identify the extrinsic influential factors for the adoption of mobile learning. This study proposes the use of an extended technology acceptance model (TAM) theory that includes variables of personality traits such as perceived enjoyment and computer self-efficiency. The participants of this study were 351 students at University Technology Malaysia who had experiences in e-learning. The study found that perceived usefulness as an extrinsic factor has the highest influence on students’ intention to adopt mobile learning through an investigation of technology acceptance toward mobile learning. Personality traits such as perceived enjoyment and self-efficacy have impact on behavior intention to adopt mobile learning

Considerations for the development of Computer-assisted Language Learning (CALL) teacher training course: a practical experience from a CALL course development in Indonesia

The need for technology training for teachers will keep on growing in line with the development of technology itself. Although technology nowadays is more and more user friendly and may need no specific training on how to use it, teachers need to possess the knowledge that underpins the idea of using it for teaching and learning process. Teachers need to have solid pedagogical knowledge on how to use the technology to deliver contents to their students. Therefore, a technology-training course for teachers is always necessary. This paper presents the partial results of a design based study/research (DBR) on the development of online technology training for teachers with focus on CALL in Indonesia. Questions regarding factors affecting online CALL course and ways to improve the course in terms of training materials, activities, as well as the administration of the training are addressed in the study. Based on the study, some considerations on how to design such technology-training course are proposed. The considerations are ranging from aspects associated with technology competence for teacher standards, constructivism in online learning, adult learning theory, online instructional models, the technology, pedagogy and content knowledge (TPACK) framework and open educational resources (OER). Information regarding those aspects will be useful to assist other CALL teacher training course developers later to inform their decision in the development of the course which is based on a good theoretical understanding as well as highly practical in learning activitie