Aprendizaje móvil para el desarrollo profesional docente: una evaluación empírica de un modelo ampliado de aceptación de la tecnología
DOI:
https://doi.org/10.30827/portalin.vi2023c.29658Palabras clave:
Desarrollo profesional, profesores de EFL en Irak, aprendizaje móvil, modelo de aceptación de la tecnología, educación superiorResumen
Este estudio explora cómo el aprendizaje móvil (m-learning) puede servir como un recurso valioso para el desarrollo profesional de docentes de inglés como lengua extranjera (EFL) en la educación superior en Irak durante la pandemia de COVID-19. Utilizando un Modelo de Aceptación de Tecnología (TAM) ampliado, la investigación examina la idoneidad del modelo, las relaciones estructurales entre variables y los posibles efectos moderadores de género y rango académico. Los hallazgos revelaron que, en general, los docentes de EFL en Irak mostraron actitudes positivas hacia la adopción del m-learning, identificando desafíos en la autoeficacia y la facilidad de uso. El análisis de género indicó que las mujeres mostraron una mayor facilidad de uso, autoeficacia, disfrute, y actitudes e intenciones positivas hacia la adopción del m-learning. Los docentes de mayor rango percibieron el m-learning como más útil. El TAM ampliado mostró una buena adaptación a los datos empíricos, revelando relaciones positivas significativas entre las variables. El género no moderó estas relaciones, pero el rango académico desempeñó un papel sustancial. Los hallazgos orientan estrategias para el desarrollo profesional dirigido, abordando preocupaciones de soporte técnico y diseñando experiencias atractivas para facilitar la exitosa integración del m-learning en la educación superior, teniendo en cuenta las necesidades y desafíos únicos de los docentes de EFL en Irak.
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