About this paper

Appears in:
Pages: 529-534
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0215

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

MOBILE LEARNING IN HIGHER EDUCATION: THE CASE OF UNIVERSIDADE ABERTA (PORTUGAL)

T. Cardoso, G. Bastos

Universidade Aberta (PORTUGAL)
This text aims to reflect the importance of M-learning in the context of higher education, particularly regarding adult populations who attend formal, university-level courses, in a distance education regime, such as the Universidade Aberta (Portugal) students.

The literature refers that learning with the use of mobile technologies can effectively replace the static technologies of desktop computers, which becomes more flexible; On the other hand, academic environments arise as ideal for implementing, testing and evaluating pedagogical and technological innovations, including the level of mobile devices, allowing to prove or refute the technical feasibility and pedagogical possibilities of these Devices (cf. among others: Traxler, 2009).

Moreover, and how they recognize Abreu and Cardoso (2016:36), "M-learning has the potential to bring learning to individuals, communities and isolated countries, offering students the possibility to take control of their learning in a different way. Thus, students will have the ability to engage in information and discussion activities, as an integral part of real life, constituting themselves as instruments of social policy."

In this sense, it is important to deepen the studies around m-learning, investigating aspects such as, for example, the motivational levels generated either from the macro or miso, institutionally, or micro-scope, in the classroom (in our case, virtual).

In particular, it interests us to identify how students of Universidade Aberta (Open University) use digital tools and devices for their learning and how they evaluate those tools considerating the learning context. To this end, we developed a survey with 6 sections, based on a Likert scale and a semantic difference. We will present and discuss the results obtained with the survey.

The preliminary findings of the pre-test are also analyzed and discussed.

It is noteworthy that this work is enrolled in a European project, co-funded by the Erasmus + Program of the European Union, which will allow this data collection instrument to be applied to other students, from other higher education institutions, enabling the Conducting studies, and thereby broadening comprehension of how students use digital tools and devices for their learning.
@InProceedings{CARDOSO2018MOB,
author = {Cardoso, T. and Bastos, G.},
title = {MOBILE LEARNING IN HIGHER EDUCATION: THE CASE OF UNIVERSIDADE ABERTA (PORTUGAL)},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0215},
url = {http://dx.doi.org/10.21125/edulearn.2018.0215},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {529-534}}
TY - CONF
AU - T. Cardoso AU - G. Bastos
TI - MOBILE LEARNING IN HIGHER EDUCATION: THE CASE OF UNIVERSIDADE ABERTA (PORTUGAL)
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0215
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 529
EP - 534
ER -
T. Cardoso, G. Bastos (2018) MOBILE LEARNING IN HIGHER EDUCATION: THE CASE OF UNIVERSIDADE ABERTA (PORTUGAL), EDULEARN18 Proceedings, pp. 529-534.
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