The Effective Components in the Implementation of M-learning among Student Teachers

Document Type : Original Article


1 Department of Educational Management, Farhangian University, Rasoul Akram Campus, Ahvaz, Iran

2 Department of Education, Farhangian University, Shahid Paknejad Campus, Yazd, Iran


Background: Given the advent of information and communication technology, a new approach, called mobile learning (m-learning), has been introduced in the higher education system. The present study aimed to investigate the effective components in the implementation of m-learning among student teachers.
Methods: The current work is a cross-sectional study. The data collection tool was a researcher-made questionnaire whose validity and reliability were confirmed. The statistical population consisted of all the male and female student teachers at the Farhangian University of Yazd in 2020, who were selected using the random sampling method. The questions were analyzed with the t-test and independent t-test.
Results: The mean±SD of the effective components in the implementation of m-learning, including hardware component status (2.44±1.498), software component status (2.48±1.544), content component status (2.39±1.451), manpower component status (2.35±1.041), and financial resources component status (2.38±1.459), were not sufficient among student teachers from the point of view of the male and female students. Furthermore, there was no difference among the student teachers based on gender in terms of effective components in the implementation of m-learning (P>0.05).
Conclusion: According to the obtained results, policymakers and educational planners of Farhangian University need to provide a necessary basis for the implementation of m-learning according to the components in the present study


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