Best practices in the use of mobile learning by university teachers of Didactics Language-Literature
DOI:
https://doi.org/10.25112/rco.v3.2772Palabras clave:
Mobile learning, good teaching practices, ICT, higher education, language trainingResumen
The use of mobile learning is becoming increasingly widespread among university teachers, thanks to its many benefits. Moreover, its application is associated with good teaching practices. The aim of this study is to analyse the development of good teaching practices in the use of m-learning by university teachers from the Department of Didactics of Language and Literature, as well as to identify the factors that influence the development of best practices. The research method developed is based on a transversal design. 110 teachers from the Department of Language and Literature Didactics participated in the study. The instrument used is the scale of Analysis of M-learning practices at the University (APMU). The results show that more than half of the teachers use the teaching method based on mobile learning. It can be concluded that in the development of best practices, gender is not influential, but age and teaching experience are. In addition, personal concern and experience in the use of mobile devices by teachers is a key factor in the appropriate development of the m-learning method.
Citas
AL-EMRAN, M.; ARPACI, I.; SALLOUM, S. A. An empirical examination of continuous intention to use m-learning: An integrated model. Education and Information Technologies, v. 25, n. 4, p. 2899-2918, 2020. DOI: https://doi.org/10.1007/s10639-019-10094-2
AL-SIYABI, M.A.; DIMITRIADI, Y. Opportunities and Challenges of Mobile Learning Implementation in Schools in Oman. International Journal of Mobile and Blended Learning, v. 12, n. 3, p. 32-48, 2020. DOI: https://doi.org/10.4018/IJMBL.2020070103
AZNAR-DÍAZ, I.; ROMERO-RODRÍGUEZ, J. M.; RAMOS, M.; GÓMEZ-GARCÍA, G. Analysis of good teaching practices with mobile devices at the University: design and validation of the APMU scale. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, v. 16, n. 1, p. 2-10, 2021. DOI: https://doi.org/10.1109/RITA.2021.3052482
BAI, H. Pedagogical Practices of Mobile Learning in K-12 and Higher Education Settings. Techtrends, v. 63, n. 5, p. 611-620, 2019. DOI: https://doi.org/10.1007/s11528-019-00419-w
BAO, Y. K.; XIONG, T.; HU, Z. Y.; KIBELLOH, M. Exploring gender differences on general and specific compute self-efficacy in mobile learning adoption. Journal of Educational Computing Research, v. 49, n. 1, p. 111-132. 2013. DOI: https://doi.org/10.2190/EC.49.1.e
BAYDAS, O.; YILMAZ, R. M. Pre-service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, v. 49, n. 1, p. 137-152, 2018. DOI: https://doi.org/10.1111/bjet.12521
BOLLEN, K. A. Structural equations with latent variables. Hoboken: John Wiley y Sons, 1989. DOI: http://dx.doi.org/10.1002/9781118619179
BUABENG-ANDOH, C. Exploring University students’ intention to use mobile learning: A research model approach. Education and Information technologies, v. 26, p. 241-256, 2021. DOI: https://doi.org/10.1007/s10639-020-10267-4
BYRNE, B. M. Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Second Edition Multivariate Applications Series. Oxfordshire: Taylor & Francis, 2013.
CHAO, C. M. Factors Determining the Behavioral Intention to Use Mobile Learning: An Application and Extension of the UTAUT Model. Frontiers in Psychology, v. 10, p. 1652, 2019. DOI: https://doi.org/10.3389/fpsyg.2019.01652
CURUM, B.; KHEDO, K. K. Cognitive load management in mobile learning systems: principles and theories. Journal of Computers in Education, v. 8, p. 109-136, 2021. DOI: https://doi.org/10.1007/s40692-020-00173-6
DE PABLOS, J. D.; LLORENT-VAQUERO, M. Teachers’ and students’ emotions in the interaction with technology in schools with codes of ICT best practices. Education Siglo XXI, v. 38, n. 2, p. 155-170, 2020. DOI: https://doi.org/10.6018/educatio.432951
DÍAZ-GARCÍA, I.; SUÁREZ-RODRÍGUEZ, G. A. J.; ORELLANA, N. The relationship between ICT competences, ICT use and learning approaches in university students of education. RIE. Revista de Investigación Educativa, v. 38, n. 2, p. 549-566, 2020. DOI: https://doi.org/10.6018/rie.409371
DÍAZ-LÓPEZ, A.; MAQUILÓN-SÁNCHEZ, J. J.; MIRETE-RUÍZ, A. B. Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress. Comunicar, v. 28, n. 64, p. 29-38, 2020. DOI: https://doi.org/10.3916/C64-2020-03
ERKUT, E. Higher Education after Covid-19. Yujsekogretim Dergisi, v. 10, n. 2, p. 125-133, 2020. DOI: https://doi.org/10.2399/yod.20.002
HINOJO-LUCENA, F. J.; DÚO-TERRÓN, P.; RAMOS, M.; RODRÍGUEZ-JIMÉNEZ, C.; MORENO-GUERRERO, A. J. Scientific Performance and Mapping of the Term STEM in Education on the Web of Science. Sustainability, v. 12, n. 6, p. 1-20, 2020. DOI: https://doi.org/10.3390/su12062279
HWANG, G. J.; CHANG, S. C. Facilitating knowledge construction in mobile learning contexts: A bi-directional peer-assessment approach. British Journal of Educational Technology, v. 52, n. 1, p. 337-357, 2021. DOI: https://doi.org/10.1111/bjet.13001
KAROUI, A.; MARFISI-SCHOTTMAN, I.; GEORGE, S. JEM Inventor: a mobile learning game authoring tool based on a nested design approach. Interactive Learning Environments, p. 1-28, 2020. DOI: https://doi.org/10.1080/10494820.2020.1753214
KHAN, M. S. H.; ABDOU, B. O.; KETTUNEN, J.; GREGORY, S. A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education. Sage Open, v. 9, n. 3, p. 1-17, 2019. DOI: https://doi.org/10.1177/2158244019861457
KEARNEY, M.; SCHUCK, S.; BURDEN, K.; AUBUSSON, P. Viewing Mobile Learning from a Pedagogical Perspective. Research in Learning Technology, v. 20, n. 1, p. 1-17, 2012. DOI: https://doi.org/10.3402/rlt.v20i0.14406
KUMAR, B. A.; SHARMA, B. Context aware mobile learning application development: A systematic literature review. Education and Information Technologies, v. 25, n. 3, p. 2221-2239, 2020. DOI: https://doi.org/10.1007/s10639-019-10045-x
MAKONYE, J. P. Teaching young learners pre-number concepts through ICT mediation. Research in Education, v. 108, n. 1, p. 3-21, 2020. DOI: https://doi.org/10.1177/0034523719840051
MARDIA, K. V. Measures of multivariate skewness and kurtosis with applications. Biometrika, n. 57, p. 519-530, 1970. DOI: https://doi.org/10.1093/biomet/57.3.519
MITRA, S. Mobile learning under personal cloud with a virtualization framework for outcome based education. Education and Information Technologies, v. 25, n. 3, p. 2129-2156, 2020. DOI: https://doi.org/10.1007/s10639-019-10043-z
MITTAL, N.; ALAVI, S. Construction and psychometric analysis of teachers mobile learning acceptance questionnaire. Interactive Technology and Smart Education, v. 17, n. 2, p. 171-196, 2020. DOI: https://doi.org/10.1108/ITSE-07-2019-0039
MOORTHY, K.; YEE, T. T.; T´ING, L. C.; KUMARAN, V. V. Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia. Australasian Journal of Educational Technology, v. 35, n. 4, p. 174-191, 2020. DOI: https://doi.org/10.14742/ajet.4432
MORENO-GUERRERO, A. J.; AZNAR-DÍAZ, I.; CÁCERES-RECHE, P.; ALONSO-GARCÍA, S. E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School. Mathematics, v. 8, n. 5, p. 1-16, 2020. DOI: https://doi.org/10.3390/math8050840
MORENO-GUERRERO, A. J.; ROMERO-RODRÍGUEZ, J. M.; LÓPEZ-BELMONTE, J.; ALONSO-GARCÍA, S. Flipped Learning Approach as Educational Innovation in Water Literacy. Water, v. 12, n. 2, p. 1-13, 2020. DOI: https://doi.org/10.3390/w12020574
NIKOLOPOULOU, K.; GIALAMAS, V.; LAVIDAS, K.; KOMIS, V. Teachers’ Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece. Technology Knowledge and Learning, v. 26, p. 53-77, 2021. DOI: https://doi.org/10.1007/s10758-020-09453-7
NOURI, J. A socio-cultural model for orchestrating mobile learning activities. International Journal of Technology Enhanced Learning, v. 11, n. 2, p. 172-186, 2019.
OKAI-UGBAJE, S. Towards a pedagogical and sociotechnical framework for the strategic integration of mobile learning in higher education in low and middle income countries. Higher Education Research & Development, v. 40, n. 3, p. 581-598, 2020. DOI: https://doi.org/10.1080/07294360.2020.1773768
OKAI-UGBAJE, S.; ARDZEJEWSKA, K.; IMRAN, A. Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education. Education Science, v. 10, n. 3, p. 1-21, 2020. DOI: https://doi.org/10.3390/educsci10030049
ONAL, N.; CEVIK, K. K.; SENOL, V. The effect of SOS Table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning. Interactive Learning Environments, 1-14, 2019. DOI: https://doi.org/10.1080/10494820.2019.1690529
POPOV, V.; JIANG, Y.; SO, H. J. Shared lessons in mobile learning among K-12 education, higher education and industry: an international Delphi study. ETR&D-Educational Technology Research and Development, v. 68, n. 3, p. 1149-1180, 2020. DOI: https://doi.org/10.1007/s11423-019-09731-x
PRADO, F. Mobile learning and the sustainable development goals in higher education. Revista Universidad y Sociedad, v. 12, n. 4, p. 230-233, 2020.
RAZZAQUE, A. M-Learning Improves Knowledge Sharing Over e-Learning Platforms to Build Higher Education Students’ Social Capital. Sage Open, v. 10, n. 2, p. 1-9, 2020. DOI: https://doi.org/10.1177/2158244020926575
ROMERO-RODRÍGUEZ, J. M.; AZNAR-DÍAZ, I.; HINOJO-LUCENA, F. J.; CÁCERES-RECHE, M. P. Models of good teaching practices for mobile learning in higher education. Palgrave communications, v. 6, n. 1, p. 1-7, 2020a. DOI: https://doi.org/10.1057/s41599-020-0468-6
ROMERO-RODRÍGUEZ, J. M.; AZNAR-DÍAZ, I.; HINOJO-LUCENA, F. J.; GÓMEZ-GARCÍA, G. Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices. IEEE Access, v. 8, p. 91761-91769, 2020b. DOI: https://doi.org/10.1109/ACCESS.2020.2994967
SARITEPECI, M.; DURAN, A.; ERMI, U. F. A new trend in preparing for foreign language exam (YDS) in Turkey: Case of WhatsApp in mobile learning. Education and Information Technologies, v. 24, n. 5, p. 2677-2699, 2019. DOI: https://doi.org/10.1007/s10639-019-09893-4
SEIFERT, T.; HAR-PAZ, C. The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement. International Journal of Mobile and Blended Learning, v. 12, n. 3, p. 49-65, 2020. DOI: https://doi.org/10.4018/IJMBL.2020070104
SHODIPE, T. O.; OHANU, I. B. Electrical/electronics technology education teachers attitude, engagement, and disposition towards actual usage of Mobile learning in higher institutions. Education and Information Technologies, v. 26, p. 1023-1042, 2021. DOI: https://doi.org/10.1007/s10639-020-10297-y
SHUKLA, S. M-learning adoption of management students’: A case of India. Education and Information Technologies, v. 26, p. 279-310, 2021. DOI: https://doi.org/10.1007/s10639-020-10271-8
SIDIK, D.; SYAFAR, F. Exploring the factors influencing student’s intention to use mobile learning in Indonesia higher education. Education and Information Technologies, v. 25, p. 4781–4796, 2020. DOI: https://doi.org/10.1007/s10639-019-10018-0
SOLER, R.; MAURI, M.; LAFARGA, P.; MORENO-GUERRERO, A. J. How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices. Sustainability, v. 12, n. 9, p. 1-17, 2020. DOI: https://doi.org/10.3390/su12093755
SWANSON, J. A. Assessing the Effectiveness of the Use of Mobile Technology in a Collegiate Course: A Case Study in M-learning. Technology Knowledge and Learning, v. 25, n. 2, p. 389-408, 2020. DOI: https://doi.org/10.1007/s10758-018-9372-1
VYGOTSKY, L. S. The development of the higher psychological processes. Crítica, 1979.
WANG, Z.; HWANG, G. J.; YIN, Z. Y.; MA, Y. J. A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students’ Vocabulary Retention and Second Language Motivation. Educational Technology & Society, v. 23, n. 1, p. 16-29, 2020.
WANG, Y. S.; WU, M. C.; WANG, H. Y. Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, v. 40, n. 1, p. 92-118, 2009. DOI: https://doi.org/10.1111/j.1467-8535.2007.00809.x
ZHOU, M. M.; LI, Z. H. Blended mobile learning in theatre arts classrooms in higher education. Innovations in Education and Teaching International, v. 56, n. 3, p. 307-317, 2019. DOI: https://doi.org/10.1080/14703297.2018.1447389
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2021 José-María Romero-Rodríguez, Inmaculada Aznar-Díaz, Juan-Manuel Trujillo-Torres, Antonio José Moreno Guerrero
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
• Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação com o trabalho licenciado sob a Licença Creative Commons - Attribution 4.0 International (CC BY 4.0).
• Os autores são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), pois isso pode aumentar o impacto e a citação do trabalho publicado.
