Abstract
Although m-blackboard has an extensive role in the educational context, the adoption of m-learning in higher education institutes is still in its infancy. However, m-blackboard faces various types of challenges that could affect its acceptance and usage. The previous studies on m-blackboard generated general findings, and studied frequently common factors, did not adopt a focused view of organizational and technology infrastructural factors. These studies investigated the adoption of m-learning in general and did not focus on M-LMS in particular, which is different to m-learning because m-learning is more personal, where learning content is personalized for the individual learner. These promising findings call for more focus from the perspective of the authors of this study. This study used a mixed research methods (i.e., qualitative and quantitative methods). For the qualitative method, researchers interviewed eight staff from the University of Ha'il. As for the quantitative method, a survey questionnaire was employed. This paper contributes to enrich the literature by reviewing, comparing, and analyzing previous works that have examined m-blackboard systems. The respondents using m-blackboard report significant benefits; e.g., it provides easier access to information, increases productivity, makes wise use of time and money, and is accessible anywhere and anytime. On the other hand, some challenges remain; these include the weakness of mobile network signals, the small size of mobile device screens, the costs of connecting mobile devices to the internet, and the time needed to download the m-blackboard application. Researchers recommended that the University of Ha'il should move forward with the m-blackboard platform; and to examine the challenges and benefits in different settings, technologies, and countries. (C) 2019 The Authors. Published by IASE.