The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences

Hamid Reza Koohestani, Seyed Kamran Soltani Arabshahi, Fazlollah Ahmadi

Abstract


Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.

Keywords


mobile learning acceptance, technology enhanced learning, healthcare professional, students, qualitative research

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DOI: http://dx.doi.org/10.17583/qre.2018.3341

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Qualitative Research in Education | ISSN: 2014-6418

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