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Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers

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  • Nisar Ahmed Dahri

    (Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67480, Pakistan)

  • Muhammad Saleem Vighio

    (Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67480, Pakistan)

  • Jairam Das Bather

    (Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67480, Pakistan)

  • Aijaz Ahmed Arain

    (Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah 67480, Pakistan)

Abstract

The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also affected learning processes all over the world. While COVID-19 was in its initial wave of transmission, educational systems around the world witnessed bitter experiences in the form of the closure of institutes or a shift to distance (or online) learning techniques. The delivery of quality education was affected the most where the educational system was already weak due to the unavailability of effective teachers’ professional development programs and the lack of the integration of technology. This study extends the conventional continuous professional development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The extensions are based on the integration of mobile technology and support for collaborative learning and ongoing assistance, which are missed in the current traditional model. To assess the acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance framework is designed by combining chosen components from a generally recognized Unified theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance models for the acceptance and use of the technology. In the context of CPD, a total of 14 constructs have been selected which include performance expectancy; effort expectancy; facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and information quality; on-the-job support; reward; behavioral intention; engagement; interactivity with peer & experts; self-management and collaborative learning. Based on these constructs; a total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers participated in a two-week training session using the designed app. Based on the activity, a questionnaire was designed and distributed among the participants using WhatsApp groups during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was used. According to the results, all thirteen hypotheses were found statistically significant showing the positive impact on the acceptance and use of the CPD app. The results of this study promote teachers’ and experts’ engagement and participation in CPD activities which not only improve the knowledge and skills of the learners but also impact their long-term professional development and success. This research may help the teachers’ training and related institutions to make better choices and develop a mobile collaborative learning system for school-based teacher support and training programs. As a basis, this study may also be used in other provinces of Pakistan and beyond to make it a CPD standard.

Suggested Citation

  • Nisar Ahmed Dahri & Muhammad Saleem Vighio & Jairam Das Bather & Aijaz Ahmed Arain, 2021. "Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers," Sustainability, MDPI, vol. 13(23), pages 1-23, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:23:p:13222-:d:690728
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    1. Nisar Ahmed Dahri & Waleed Mugahed Al-Rahmi & Abeer S. Almogren & Noraffandy Yahaya & Muhammad Saleem Vighio & Qusay Al-maatuok & Ali Mugahed Al-Rahmi & Ahmad Samed Al-Adwan, 2023. "Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training," Sustainability, MDPI, vol. 15(11), pages 1-22, May.
    2. Fang Wang & Tommy Tanu Wijaya & Akhmad Habibi & Yixuan Liu, 2022. "Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models," Sustainability, MDPI, vol. 14(21), pages 1-22, October.
    3. Zhiqiang Yuan & Jing Liu & Xi Deng & Tianzi Ding & Tommy Tanu Wijaya, 2023. "Facilitating Conditions as the Biggest Factor Influencing Elementary School Teachers’ Usage Behavior of Dynamic Mathematics Software in China," Mathematics, MDPI, vol. 11(6), pages 1-18, March.
    4. Ahlam Mohammed Al-Abdullatif & Merfat Ayesh Alsubaie, 2022. "Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia," Sustainability, MDPI, vol. 14(19), pages 1-20, September.
    5. Tajuzzaman Hassanor & Raziana Che Aziz & Sharifah Rosfashida Syed Abd Latif, 2025. "Ensuring Quality Education in Open Distance Learning: A Case Study on HTML5 Integration in a Project Management Undergraduate Course," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 331-345, August.
    6. Ayesha Javed, 2022. "Breaking Barriers: Teachers' Perspectives on Access to School Education for Children with Disabilities in Punjab," Magna Carta: Contemporary Social Science, 50sea, vol. 1(1), pages 10-18, March.

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