Background: Mobile learning is a key component of blended learning in higher education, particularly in medical education. Understanding faculty members and students’ perceptions and acceptance of mobile learning is critical for effective implementation. This study aimed to compare the perceptions and acceptance of mobile learning among faculty members and medical students in a blended learning environment.
Methods: This applied, comparative cross-sectional study was carried out between September 2024 and January 2025 at Islamic Azad University in Mazandaran, Iran, involving faculty members (n = 182) and students (n = 337) from medical disciplines. Using stratified random sampling, 123 faculty members and 181 students were selected for participation. Data were collected using four researcher-developed 30-item questionnaires assessing perception and acceptance of mobile learning. A panel of 10 experts confirmed content validity, and reliability coefficients (Cronbach’s alpha) ranged from 0.82 to 0.88. Data analysis included descriptive statistics; one-sample t-tests against the theoretical midpoint (cut-off = 3), independent-samples t-tests with 95% confidence intervals, Hedges’ g effect sizes, and Pearson correlation analysis.
Results: Both faculty members and students reported their perception and acceptance scores significantly above the theoretical midpoint (p < 0.001), indicating a positive orientation toward mobile learning. There was no statistically significant difference in perception scores between students and faculty members (p = 0.385), indicating a similar level of awareness in both groups. However, faculty demonstrated significantly higher acceptance than students (p < 0.001, Hedges’ g = 0.53), reflecting greater readiness, confidence, and willingness to adopt mobile learning. Perception scores were positively correlated with acceptance in both students (r = 0.62, p < 0.001) and faculty (r = 0.58, p < 0.001), highlighting the role of perceived value in shaping adoption.
Conclusion: Findings show that both faculty and students hold positive perceptions and acceptance of mobile learning, with faculty members demonstrating greater readiness. Successful implementation requires focused faculty development, student digital readiness training, and adequate technological infrastructure to optimize integration and educational outcomes in medical education. |
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