
Mobile Based Learning and Examination: Students and
Instructors Perceptions from Different Arab Countries
668
m-learning is related to the use of computers and web-
sites only and very few were fully aware about the bene-
fits, outcomes and usage of the mobile based learning
and examination process. It is also seen that the students
and faculty members who are not very proficient in the
computer applications and internet usage are not in fa-
vour of mobile based examination system and m-learning
[14] (Kahiigi et al ., 2008: pp. 77-88).
8. Conclusions
This study shows clearly that within the study context a
considerable number of instructors and students consider
m-learning to be synonymous with technology. The real
academic drive behind m-learning is to analyse and use
technology as a tool to serve educational purposes. The
economics involved in teaching online courses usually
include higher production costs depending on the diffi-
culty of th e topic and the med ia used for example HTML
pages, streaming-video presentation, flash animation and
interactive content.
The study suggests that cultural elements can play a
significant role in making positive attitudes of faculty
and student towards m-learning. A significant number of
students and faculty members believe that Arab culture,
institutions, and societies are ready for the m-learning
model of teaching. Therefore, any educational strategy
that intends to embed m-learning into the educational
system should add this point of view into consideration.
Furthermore, this study shows that computer literacy
among faculty members acts as a barrier in the imple-
mentation and popularization of the m-learning model at
Arab countries. The major barrier that is faced with the
m-learning model at Arab universities seems to be lack
of academic vision behind the acceptance of the m-lear-
ning model. Success in the implementation of this tech-
nology can only be achieved by proceeding and seeking
instructive and pedagogical approach. It is clear that
m-learning and mobile examination system will not pros-
per in Arab countries until and unless both faculty and
students are well prepared . Policies, rules and regu lations
at the universities of Arab countries must adjust to the
changes brought abou t by this n ew techno logy. Mor eov er,
incentives should be given to faculty who want to teach
and implement the m-learning model. Arab universities
should revise their policies and steps must be taken to
create awareness regarding this technology among both
students and instructors.
In three Arab countries including Saudi Arabia, Un ited
Arab Emirates (UAE), and Jordan, and maybe in many
others, these technolog ies are still in its develop ing phase
and can be used as a tool that can be strategically used to
improve student and faculty relation.
9. Recommendations
Based on the above findings, it is recommend ed that fol-
lowing steps must be taken to enhance teachers’ and stu-
dents’ abilities and competencies with regard to mobile
based exam system.
1) To adopt this technology, interest regarding com-
puter and internet among the respondents must be devel-
oped, because it is seen from the survey that respondents
who use internet and computer more showed greater in-
terest in technology as compared to those who make use
of computer and internet relatively less.
2) Awareness among the respondents should be cre-
ated regarding this new technology, since the acceptance
of this new technology by instructors and students is
based on their awareness. Moreover, workshops and
seminars must be organized at the university and college
level to enhance instructor, student and technology inte-
gration.
3) Teachers should be provided with the facilities in-
cluding hardware and software, this should also be
trained to the students. In addition, faculty should be
provided with some release time so that they could prac-
tice and plan about the integration of technology with
students at the class room.
4) Faculty and students should be encouraged, teachers
should be provided with incentives for proper integration
of technology in the classrooms. Moreover, technology
integration in relationship to curriculum goals and out-
comes should also be investigated.
5) Effects of technology integration on students’
achievement and attitude should be investigated and
proper steps sh ould be taken.
6) Online examination systems could be very helpful,
but many factors should be considered and they should
be implemented carefully to guarantee the successful
adoption, fairness and reliability.
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