Abstract:

The proliferation of mobile devices and mobile applications has facilitated access to information and changed the way people communicate, work and study.

In the context of higher education, the applications are used according to three main approaches: improving or complementing classes, access to information and services, and promotion of interaction, communication and access to courses and work (Alden, 2013).

However, users have very different application usage habits from each other, and the reports that tipically support the studies are based on issues that rely on the perception that users report on their own use. Hence, the reported user perception may not match the actual usage.
It is therefore important to identify what applications are used, their type of use and whether its uses vary according to the context, in addition to understanding whether the actual use and the reported perceived one differ.

Based on an exploratory approach, this research aims to analyse the use of mobile applications by the students of the University of Aveiro. The study has a mixed approach that contemplates non-participant observation and the application of a questionnaire.

In a first phase classroom observations will be carried out with a checklist to collect data on the type of use of mobile devices and digital applications in class context, trying to identify if there are variations according to scientific areas, typology of classes, study cycles and schedules. The use of m-Learning applications, types of digital applications used in class freely or under the guidance of the teacher, will be some of the expected categories for the observation orientation.

In a second phase, starting with the categories identified during the observation, a questionnaire survey will be applied to the sample subjects through an online application. This questionnaire intends to characterize the subjects of the study and collect data on the self-perception of the use of mobile devices, both in the classroom and in the academic context in general, as well as on a personal level. The subjects will also be asked about the advantages/disadvantages of the wider and more structured introduction of mobile devices and digital applications to support teaching and learning.

In a third phase, while maintaining users' privacy, the logs of the University access points will be analysed. The triangulation between these records, the obtained data from the non-participant observation and the questionnaire surveys will allow a more objective assessment of the user profiles and, in particular, identify discrepancies between self-perception and actual use.

Based on the conclusions, one intends to draw a profile of the use of mobile devices and digital applications in a university context, obtained by the analysis of different variables, creating a frame of reference for the implementation of good practices in mobile learning and an integration/strategy plan for the mobile applications of higher education institutions.

References:
[1] Alden, J. (2013). Accomodating mobile learning in college programs. Journal of Asynchronous Learning Networks, 17(1), 109–122. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1011363.pdf. accessed 28 october 2016.

Keywords:

Mobile devices, mobile applications, higher education, applications usage.