In recent years, mobile devices like smartphones, tablets, and laptops allow immediate connection and content exchange among people "anytime, anywhere" (Park S.Y., et al. 2012). 'Ubiquitous learning’ becomes very important in higher and university education also in order to emphasize the educational paths’ design and maximize students’ learning opportunities. At this regard, it‘s interesting to consider the assumptions of the connectivism theory (Siemens, 2005) as a theoretical reference for the e-learning design. For verifying these assumptions and clarifying whether Italian teachers and students share them, we conducted this research. This empirical study aims to grasp what type of mobile devices teachers and students own and prefer. The questions regard people’s current opinion about mobile devices in e-learning environments for teaching-learning activities. Almost all respondents own Smartphones and laptops; only few people own a tablet. Both teachers and students appreciate, although with different weights, the potential of mobile devices in education. A first reading of the results shows some significant differences of view between students and teachers. All students agree about the mobile devices’ features for learning and exchanging content and knowledge’s co-construction supported by the Internet; students prefer exchanges and interactions in Social Network but, at this regard, teachers have a different position (Hassan S.S. Landani Mardani, 2015).
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