Factors Influencing the Use of Mobile Learning in Learning at Jordanian Universities from the Point of View of Experts and Students

This Study Aimed to Identify Factors Influencing the Use of Mobile Learning in Instructional in Jordanian Universities from the Point of View of Experts and Students. The Study Followed the Qualitative Curriculum as Required by the Nature of the Study, the Number of Study Members (19) Faculty Members and (25) Students of Bachelor's and Graduate Students from Public and Private Universities for the Academic Year (2019-2018), the Interview Questions were Built to Reveal Obstacles Faced by Jordanian Universities in the Use of Mobile learning in Instructional. The Results of the Study Revealed that the Opening of a Wide Area of Interaction, Participation, Opinion, Feedback, and Faculty Factor in Terms of Directions, and Training Received the Highest Percentage of Factors Influencing the Use of Mobile Learning from the Point of View of Experts, as it Turns out that the Containment of Mobile Learning Devices For a Clear Learning System, the Educational Services Provided such as Content Delivery, Message Sharing, Ideas and Tasks have the Highest Percentage of Factors Influencing the Use of Mobile Learning from the Student's Point of View. The Study also Concluded with the Following Recommendation: to Introduce the Factors Influencing the Use of Mobile Learning in Instructional in Jordanian Universities and to Study them well, to Take into Account them When Using Mobile Learning in Universities.


Mobile Learning
Mobile Learning is Defined as Any Activity that Allows Students to be more Productive When Using or Interacting with Information A Digital Device that is Regularly Carried by the Individual and Has Reliable Communication, and Can be Used Anywhere and at Any Time by Wireless Access (Fakomogbon And Bolaji, 2017) Students are Easily Viewed as Accessing Educational Materials with Wireless Networks and Mobile Devices (Akman And Kocoglu, 2017) Mobile Learning Characteristics File Sharing Between Students Themselves and Teacher is A Feature of Mobile Learning, and the Majority of Mobile Devices Have Reduced their Cost, and the Small Size of those Devices is Easy to Navigate, and Get Educational Information Faster Through the Services Provided by Mobile Learning Devices with Downloading Notes and E-Books (Bukharaev And Altaher, 2017).

Benefits of Mobile Learning
The Benefits of Mobile Learning Include Making Learning Environments more Attractive and Exciting, Activating Simultaneous and Asynchronous Communication Through Mobile Learning Techniques, Students Can Learn When Walking or Travelling, Achieving Some Degree of Skill Acquisition (Bas And Sarigoz, 2018 (Mahdi, 2017).
One of the Services is the Presence of A Camera that Serves Many Educational Practices, Where Students Can Read Materials Electronically and Watch Lectures Using A Mobile Phone, The Camera Allows The Documentation of Visual Materials and the Collection of Scientific Data (Hilao and Wichadee, 2017 (Dai And Liu And Cui, 2018).
Mobile Cloud Learning is A Student-Centric Mobile Learning Application that Meets Students' Needs and Takes into Account their Educational Characteristics. The Cloud Allows The Knowledge and Expertise of Students to be Shared Through Websites (Wang, Chen, And Khan, 2014 (Karimi, 2016).
The Context Factor is Influential in the Use of Mobile Learning and Includes Useful Applications, Activities and the Student Trust Factor Towards Mobile Learning in Terms of Protection and Privacy (Hamidi and Ghavoshi, 2017). Lai and Mao(2014)

Validity
The Validity Vol.11, No.16, 2020 125 Accordingly, the Resulted in a Set of Data Described in the Following Table:  Agreement  difference  Total  Percentage Agreement  31  2  33 93,9 % It is Obviously from the Previous Table (1) that the Average Coefficient of the Interview Analysis Agreement was (93.9), a High Percentage from which to be Assured of the Stability of the Interview Questions.

Results of the Study
The  (2) and Arranged According to the Frequency of their Inclusion in Faculty Interviews. Here is A View of these Results:  Table (3) and Arranged According to the Frequency of their Presence in Student Interviews. Here is A View of these Results:  (Kazaine, 2015).
The Criteria Include the Preparation of Audio and Video Sources, The Use of Colors, The Presentation of Maps, The Use of Animations, The Presentation of Video Clips and the Recruitment of Sound Effects (Hamza And Ajami, 2013