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).

Itinerarios De M-Learning en La Educación Universitaria

Messina, Salvatore
2015-01-01

Abstract

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).
978-84-608-2484-8
En los últimos años, los dispositivos móviles como teléfonos inteligentes, tabletas, ordenadores portátiles permiten la conexión inmediata y el intercambio de contenidos entre las personas "en cualquier momento y en cualquier lugar" (Park S.Y. et al. 2012). El u-learning se convierte en importante en la educación superior y universitaria también para el diseño de trayectorias educativas y ofrecer oportunidades de aprendizaje. En este sentido, es interesante tener en cuenta los supuestos de la teoría conectivista (Siemens, 2005). La investigación se propone como objetivo analizar las motivaciones y las actitudes de los estudiantes y docentes universitarios hacia itinerarios de aprendizaje online (e-learning) gestionados con dispositivos móviles, con el fin de identificar las vías que facilitan el proceso de enseñanza-aprendizaje. Una primera lectura de los resultados muestra algunas diferencias significativas de opinión entre los estudiantes y los profesores. Todos los estudiantes están de acuerdo acerca de las características de los dispositivos móviles para el aprendizaje y el intercambio de contenidos y co-construcción del conocimiento con el apoyo de Internet; los estudiantes prefieren los intercambios y las interacciones en la red social, pero, en este sentido, los profesores tienen una posición diferente (Hassan S.S. Landani Mardani, 2015).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11389/38642
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