LEARNING TOGETHER EVERYWHERE ANYTIME. MOBILE LEARNING IN HIGHER EDUCATION

Risultato della ricerca: Other

Abstract

Today, the use of mobile learning in higher education can be widespread only if teachers and studentsare able to understand their possibilities and applications in the right way.The present research aims to analyse types of possessed mobile devices, competences in their useand successful applications in higher education courses.A specific questionnaire has been created and divided into four areas: 1) general personal information,2) possessed and frequently used mobile devices, 3) awareness of the mobile device potential indistance learning, 4) their advantages in free and informal learning environments).The questionnaire, previously validated, was submitted on-line to a large group of teachers andstudents. A total of 560 completed questionnaires were collected.Generally, results show that both teachers and students, either male or female, appreciate thepotential of mobile devices for education, though at different grades.Indeed, the students’ and teachers’ responses have statistically significant differences.All students agree on mobile devices’ positive aspects for learning and their enormous potential,encouraged and well supported by the Internet, for exchanges and knowledge co-construction.Students have a strong positive evaluation about interaction and knowledge exchanges by socialnetworks. Otherwise, teachers think in a different way and these differences are statistically detected.Moreover, valuable differences have been detected in the appreciation of the opportunities forpersonal study of 'Ubiquitous’ learning and about teaching in presence or at distance, between womenand men..
Lingua originaleEnglish
Pagine2107-2112
Numero di pagine6
Stato di pubblicazionePublished - 2015

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title = "LEARNING TOGETHER EVERYWHERE ANYTIME. MOBILE LEARNING IN HIGHER EDUCATION",
abstract = "Today, the use of mobile learning in higher education can be widespread only if teachers and studentsare able to understand their possibilities and applications in the right way.The present research aims to analyse types of possessed mobile devices, competences in their useand successful applications in higher education courses.A specific questionnaire has been created and divided into four areas: 1) general personal information,2) possessed and frequently used mobile devices, 3) awareness of the mobile device potential indistance learning, 4) their advantages in free and informal learning environments).The questionnaire, previously validated, was submitted on-line to a large group of teachers andstudents. A total of 560 completed questionnaires were collected.Generally, results show that both teachers and students, either male or female, appreciate thepotential of mobile devices for education, though at different grades.Indeed, the students’ and teachers’ responses have statistically significant differences.All students agree on mobile devices’ positive aspects for learning and their enormous potential,encouraged and well supported by the Internet, for exchanges and knowledge co-construction.Students have a strong positive evaluation about interaction and knowledge exchanges by socialnetworks. Otherwise, teachers think in a different way and these differences are statistically detected.Moreover, valuable differences have been detected in the appreciation of the opportunities forpersonal study of 'Ubiquitous’ learning and about teaching in presence or at distance, between womenand men..",
author = "Marino, {Eleonora Bianca}",
year = "2015",
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T1 - LEARNING TOGETHER EVERYWHERE ANYTIME. MOBILE LEARNING IN HIGHER EDUCATION

AU - Marino, Eleonora Bianca

PY - 2015

Y1 - 2015

N2 - Today, the use of mobile learning in higher education can be widespread only if teachers and studentsare able to understand their possibilities and applications in the right way.The present research aims to analyse types of possessed mobile devices, competences in their useand successful applications in higher education courses.A specific questionnaire has been created and divided into four areas: 1) general personal information,2) possessed and frequently used mobile devices, 3) awareness of the mobile device potential indistance learning, 4) their advantages in free and informal learning environments).The questionnaire, previously validated, was submitted on-line to a large group of teachers andstudents. A total of 560 completed questionnaires were collected.Generally, results show that both teachers and students, either male or female, appreciate thepotential of mobile devices for education, though at different grades.Indeed, the students’ and teachers’ responses have statistically significant differences.All students agree on mobile devices’ positive aspects for learning and their enormous potential,encouraged and well supported by the Internet, for exchanges and knowledge co-construction.Students have a strong positive evaluation about interaction and knowledge exchanges by socialnetworks. Otherwise, teachers think in a different way and these differences are statistically detected.Moreover, valuable differences have been detected in the appreciation of the opportunities forpersonal study of 'Ubiquitous’ learning and about teaching in presence or at distance, between womenand men..

AB - Today, the use of mobile learning in higher education can be widespread only if teachers and studentsare able to understand their possibilities and applications in the right way.The present research aims to analyse types of possessed mobile devices, competences in their useand successful applications in higher education courses.A specific questionnaire has been created and divided into four areas: 1) general personal information,2) possessed and frequently used mobile devices, 3) awareness of the mobile device potential indistance learning, 4) their advantages in free and informal learning environments).The questionnaire, previously validated, was submitted on-line to a large group of teachers andstudents. A total of 560 completed questionnaires were collected.Generally, results show that both teachers and students, either male or female, appreciate thepotential of mobile devices for education, though at different grades.Indeed, the students’ and teachers’ responses have statistically significant differences.All students agree on mobile devices’ positive aspects for learning and their enormous potential,encouraged and well supported by the Internet, for exchanges and knowledge co-construction.Students have a strong positive evaluation about interaction and knowledge exchanges by socialnetworks. Otherwise, teachers think in a different way and these differences are statistically detected.Moreover, valuable differences have been detected in the appreciation of the opportunities forpersonal study of 'Ubiquitous’ learning and about teaching in presence or at distance, between womenand men..

UR - http://hdl.handle.net/10447/161270

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