[automatically translated] Introduction. In recent years, mobile devices (smartphones, tablets, laptops) allow connection between the content -trasmiten‖ and people who use "anytime, anywhere" (Park, Nam & Cha, 2012). Therefore, it is crucial the importance of Ubiquitous learning, also in higher education, in order to create a good design educational pathways that maximize opportunities for student learning. These assumptions, however, must be verified empirically to see if teachers and Italian students share this idea. Methodology. We have conducted an empirical study with a random sample of 560 subjects (students and teachers) who received a questionnaire online by themselves and previously validated, collecting data related to the ownership and use of mobile devices and their usefulness in the teaching-learning process. Results. The data obtained (24% of teachers, 66% students, 10% NS / NC) concluded that almost all respondents had Smartphone and laptops. Tablet only one-fifth. Agrees that teachers and students appreciate, although giving different importance, the potential of mobile devices in education. Discussion. A first analysis of the data reveals some significant differences between the views of students and teachers, and very few differences between the sexes. Students agree how beneficial the use of mobile devices for learning. Also in the potential for exchange and construction content through the network, especially in social networks. At this particular point, teachers assume a different position (Syed Hassan, Mardani Landani, 2015). differences between men and women regarding the choice between classroom teaching and distance differently to appreciate the opportunity to study learning Ubliquitous are detected.
|Number of pages||1|
|Publication status||Published - 2015|