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Investigating factors affecting teachers' training through mobile learning: Task technology fit perspective

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Abstract

Mobile learning has ushered in a transformative era in education, compelling educational institutions to reimagine their pedagogical approaches. This shift is particularly evident in teacher training programs, where mobile learning is increasingly integrated into traditional education. The success of these integrated systems hinges on educators' willingness to adapt to these evolving paradigms. Nevertheless, a notable gap exists in the research landscape concerning the challenges of adopting mobile learning in teacher training and its consequential impact on teachers' professional capabilities. This study aims to bridge this gap by identifying the factors influencing teachers' satisfaction and performance within mobile learning training courses and establishing the intricate relationships between these variables. This study was conducted in a quantitative research framework and collected data from 563 schoolteachers through an online survey. These respondents were actively engaged in mobile-based training courses at the Provincial Institute for Teacher Education (PITE) Sindh during their mandatory training programs in the academic year 2022-23. Structural equation modeling was employed to analyze the proposed hypotheses rigorously. The study's findings unveil a robust and significant nexus between several critical factors and educators' experiences when utilizing mobile learning for training. Specifically, content quality, information quality, system quality, prior experiences, and mobile self-efficacy contributed strongly to task-technology fit, ultimately enhancing teachers' engagement, and yielding improved outcomes. Moreover, the study elucidates a clear correlation between factors encompassing understanding, Instructors' prompt feedback, teachers' expectations, and instructor quality within the context of training course design. These factors collectively positively influence teachers’ satisfaction and performance, enhancing content knowledge, pedagogical skills, and professional dispositions. This holistic approach to mobile learning positively influences teachers’ satisfaction and, ultimately, enhances teachers' overall performance. This study provides valuable insights to guide educators, institutions, and policymakers in effectively embracing and implementing mobile learning to benefit teachers and, ultimately, the broader field of education.

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Acknowledgements

We thank the Research Management Centre (RMC) at Universiti Teknologi Malaysia (UTM) for allowing us to conduct this research (Q.J130000.21A2.07E10).

Funding

This work was supported by the King Saud University, Riyadh, Saudi Arabia, through Researchers Supporting Project RSP2023R417.

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  1. Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia

    Nisar Ahmed Dahri, Noraffandy Yahaya & Waleed Mugahed Al-Rahmi

  2. Department of Visual Arts, Arts College, King Saud University, Riyadh, 145111, Saudi Arabia

    Abeer S. Almogren

  3. Faculty of Science, Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah, Pakistan

    Muhammad Saleem Vighio

  4. Department of Computer Science, Aalborg University, 9220, Aalborg East, Denmark

    Muhammad Saleem Vighio

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  1. Nisar Ahmed Dahri
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Dahri, N.A., Yahaya, N., Al-Rahmi, W.M. et al. Investigating factors affecting teachers' training through mobile learning: Task technology fit perspective. Educ Inf Technol 29, 14553–14589 (2024). https://doi.org/10.1007/s10639-023-12434-9

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