Actor‐Network Theory to Depict Context‐Sensitive M‐Learning Readiness in Higher Education. Issue 1 (5th December 2017)

• Record Type: Journal Article
• Authors: Paledi, Victor N.; Alexander, Patricia M.
• Is Part Of: Electronic journal on information systems in developing countries. Volume 83:Issue 1(2017)
• Page Start: 1
• Page End: 26
• Publication Date: 2017-12-05
• Subjects: Mobile Learning -- M‐Learning -- Actor Network Theory -- ANT -- e‐Readiness -- Higher Educational Institution -- Context‐Sensitive; Management information systems -- Developing countries -- Periodicals; Information technology -- Economic aspects -- Developing countries -- Periodicals; Information technology -- Social aspects -- Developing countries -- Periodicals; High technology industries -- Developing countries -- Periodicals; Developing countries -- Economic conditions; Economic history; High technology industries; Information technology -- Economic aspects; Information technology -- Social aspects; Management information systems; Developing countries; Periodicals; 658.4
• DOI: 10.1002/j.1681-4835.2017.tb00619.x
• Languages: English
• ISSNs: 1681-4835

Abstract

Abstract: This study has taken a relatively unusual approach to assessing technology readiness within a higher educational institution by using Actor Network Theory (ANT) as a lens instead of the more common adoption models and indices. The study sets out to identify the key actors within an actor network and to describe how these actors are recruited during the problematisation stage of building the actor network. The actors were identified by means of the input from three groups participating in this study, namely the students, lecturers and non‐academic staff members. The paper then goes on to explain how the actors influence one another to become and remain m‐Learning ready. This influence is described in terms of attributes found as part of the inscription process. The construction and stabilization of the naturally dynamic actor network is intended to achieve a common goal, in this case, to use mobile learning effectively within South African higher educational institutions. The study contributes practically as an analytical process is demonstrated and that this could be used as a guide for future m‐Learning readiness studies with the existing findings being used as a reference point. Once the actors are identified, their participation in the project and the extent to which they are aligned in terms of the attributes can be used to assess the readiness of the institution to use m‐Learning. Theoretically, this paper provides evidence that sociological theories such as ANT can be used to complement traditional technology readiness, adoption and use models.