Higher Education Faculty Perceptions and Implementation of Mobile Learning in Graduate Education

Mobile learning (M-Learning) has emerged as a transformative pedagogical approach in higher education, leveraging the ubiquity of mobile devices to enhance teaching and learning experiences beyond the constraints of traditional classroom settings. This study investigates graduate faculty perceptions of M-Learning and examines how faculty members implement mobile technologies in graduate education. Three research questions guided the investigation: (1) What are graduate faculty perceptions of using M-Learning in graduate learning experiences? (2) Do graduate faculty perceptions toward M-Learning differ according to demographic variables (age, gender, years of teaching experience, and area of expertise)? (3) How do graduate faculty implement M-Learning in graduate education? Employing a sequential explanatory mixed-methods design, the study collected quantitative data through an electronic survey administered to 89 graduate faculty members at a major research university in the eastern United States. Qualitative data were obtained through semi-structured individual interviews with 10 faculty members representing diverse academic disciplines. One-way Analysis of Variance (ANOVA) was used to analyze quantitative survey data, while inductive thematic analysis was applied to interview transcripts and open-ended survey responses. Findings revealed statistically significant differences in faculty perceptions of M-Learning based on age group and area of expertise, while no significant differences were found according to gender or years of teaching experience. Overall, faculty exhibited neutral perceptions regarding M-Learning use in graduate education. Interview data illuminated diverse perspectives, with some faculty demonstrating substantial M-Learning experience while others had not contemplated its pedagogical use. The study concludes that graduate faculty primarily conceptualize M-Learning as hardware or software fulfilling basic course requirements—such as accessing learning management systems and video conferencing platforms—rather than as a transformative pedagogical strategy.