Abstract
There is a growing need for the usage of mobile learning (mLearning) technologies for teaching and learning in order to expand the possibilities of learning anytime anywhere for Open, distance and e-learning programmes. However, the full adoption of mLearning is largely dependent on end user factors such as learners’ self-efficacy. The design of a mobile learning system is as important as the end user efficacy. This study therefore, sought to establish the relationship between learner self-efficacy and adoption of mLearning among Community Health Trainees enrolled on the mHeath platform run by Amref Health Africa in Kenya. Four learner self-efficacy attributes were considered for this study; Self-Efficacy for Navigating the Learning Platform , Self-Efficacy for Peer Interaction , Self-Efficacy for Dependency and Self-Efficacy for Innovativeness . The study population was 3081 participants of the two phases of mHealth project. A sample size of 354 participants was obtained through simple random sampling procedures. A positive and significant relationship was found between learner self-efficacy and adoption of mLearning. It is therefore, concluded that, institutions offering mLearning content should ensure they design mLearning solutions that are interactive and easy to use in order to improve adoption of mLearning by the end user. The study recommends the need for orientation and continuous training in order to improve learner efficacy. The study also recommends 24hour learner supports system to enhance learner adoption of mobile learning.