The role of institutional pillars on mobile learning adoption in a developing country's higher education institution

AbstractMobile devices are becoming vital components of human activities. An example is the use of mobile in learning which is gaining popularity in higher education. However studies that account for reasons underlying mobile learning adoption in developing countries (DCs) are limiting in existing literature. This study investigates the role of institutional elements on mobile learning adoption in a higher education institution. As a relatively young concept in Ghana, there are few studies in this area. This study seeks to address the gap. This qualitative case study is on distance education delivery at a public institution. Interviews were used to gather data. The new Institutional theory provided illumination for the study. Analysis revealed that institutional elements play different roles in the adoption process. The study recommends the pursuit of procedures that can help sustain legitimacy of m- learning in higher education.


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