M-Learning and Development of Digital Skills Distance Higher Education
DOI:
https://doi.org/10.15359/rep.13-2.5Keywords:
digital literacy, virtual learning environments, digital skills, m-learning, educational technologyAbstract
Learning with technology has required the development of new abilities to teach and build knowledge. In addition, the introduction of mobile devices as a teaching tool has provided an unprecedented freedom and flexibility, which has revolutionized the educational practices of the 21st century. In this context, this qualitative study shows the results of implementing m-learning strategies in a virtual learning environment, with the aim of analyzing the process of development of digital abilities to implement strategies linked to the use of mobile technology in a distance course. In addition, it sought to determine if it is possible to increase the student’s motivation by integrating interactive learning activities called storylines with the Sharable Content Object Reference Model (SCORM) educational tool. Therefore, the question that guided the investigation was: How do m-learning strategies develop digital literacy in a distance education course? The results show that: a) digital literacy is developed by including teaching resources related to mobile technology, based on educational theories; b) the use of mobile devices supports teaching strategies that promote the development of digital skills; c) the SCORM technology can enhance students motivation, to support the virtual educational process graphically and interactive.
References
Álvarez, G. y Álvarez, G. (2012). Análisis de ambientes virtuales de aprendizaje desde una propuesta semiótico integral. Revista electrónica de investigación educativa, 14(2), 73-88. Recuperado de http://www.scielo.org.mx/scielo.php?pid=S1607-40412012000200006&script=sci_arttext
Barroso, J., Cabero, J. y Vázquez, A. (2012). La formación desde la perspectiva de los entornos personales de aprendizaje (PLE). Revista Apertura, 4(1), 6-19. Recuperado de http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/209
Belshaw, D. (2012). What is digital literacy'? A Pragmatic investigation (Disertación doctoral). Durham, Reino Unido: Faculty of Social. Sciences and Health, Durham University, Recuperado de http://neverendingthesis.com/doug-belshaw-edd-thesis-final.pdf
Ciampa, K. (2013). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96. Doi: 10.1111/jcal.12036
Cobo, C. y Moravec, J. (2011). Introducción al aprendizaje invisible: la (r)evolución fuera del aula. Reencuentro Análisis de Problemas Universitarios, 62, 66-81. Recuperado de http://www.redalyc.org/html/340/34021066008/
Cochrane, T. D. (2014). Critical success factors for transforming pedagogy with mobile Web 2.0. British Journal of Educational Technology, 45(1), 65-82. Doi: 10.1111/j.1467-8535.2012.01384.x
Conde, M. Á., García-Peñalvo, F. J., Alier, M. y Piguillem, J. (2013). The implementation, deployment and evaluation of a mobile personal learning environment. Journal of Universal Computer Science, 19(7), 854-872. Recuperado de http://jucs.org/jucs_19_7/the_implementation_deployment_and/jucs_19_07_0854_0872_conde.pdf
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 146-166). Upper Saddle River, NJ: Prentice Hall. Recuperado de http://www.onlinecef.net/file.php/1/CEF_Resources/Research%20%20Method/__Educational_Research__Planning__Conducting__and_Evaluating_Quantitative_and_Qualitative_Research__4th_Edition_.pdf
Creswell, J. y Miller, D. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. Doi: 10.1207/s15430421tip3903_2
Cuevas, A. y García, M. (2010). Ideias, un modelo de evaluación para inclusión digital y alfabetización informacional orientado a salud. El profesional de la información, 19(3), 240-245. Doi: 10.3145/epi.2010.may.03
De Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A. y Rodríguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. International Review of Research in Open and Distance Learning, 12(7), 94-115. Recuperado de http://www.irrodl.org/index.php/irrodl/article/view/1046
Denscombe, M. (2003). The good research guide. Philadelphia: McGraw-Hill Education. Recuperado de http://iwansuharyanto.files.wordpress.com/2013/04/martyn_denscombe_the_good_research_guidebookfi-org.pdf
Denzin, N. (1970). The Research Act: A Theoretical Introduction to Sociological Methods. Chicago: Aldine. Recuperado de http://www.albany.edu/~scifraud/data/sci_fraud_1437.html
Didou, S. (2014). La UNESCO y la educación superior, 2014-2017: aportes de la Reunión de Cátedras UNESCO sobre la educación superior, las TIC en la educación y los profesores. París, Francia: UNESCO. Recuperado de http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/UNESCO-summary-report-chairs-2014-1.pdf
Figueredo, O. y Jiménez J. (2015). Estrategias de aprendizaje móvil, una propuesta teórica para su diseño. Memorias del Encuentro Virtual Educa VE2003. Guadalajara, México. Recuperado de http://reposital.cuaed.unam.mx:8080/jspui/bitstream/123456789/3891/1/VE13.394.pdf
García-Holgado, A. y García-Peñalvo, F. J. (2016). Architectural pattern to improve the definition and implementation of eLearning ecosystems. Science of Computer Programming, 129, 20-34. Doi: 10.1016/j.scico.2016.03.010
González-Bañales, D. y Monárrez-Armendáriz, C. (2014). Incorporación de redes sociales y aplicación de principios de diseño adaptativo para la plataforma moodle. ITECKNE: Innovación e Investigación en Ingeniería, 11(1), 50-61. Recuperado de http://www.scielo.org.co/pdf/itec/v11n1/v11n1a06.pdf
Humanante-Ramos, P., García-Peñalvo, F. y Conde-González, M. (2016). PLEs en contextos móviles: Nuevas formas para personalizar el aprendizaje. Versión Abierta Español-Portugués, VAEP-RITA, 4, 33-39. Recuperado de https://www.researchgate.net/profile/Francisco_Garcia-Penalvo/publication/304024281_PLEs_en_contextos_moviles_Nuevas_formas_para_personalizar_el_aprendizaje/links/5763d0ed08aeb4b997fc8482.pdf
Jiménez-Hernández, C., Castellanos-Domínguez, O. y Villa-Enciso, E. (2011). La Gestión de Tecnologías Emergentes en el Ámbito Universitario. Tecno Lógicas, 26, 145-163. Recuperado de http://www.scielo.org.co/scielo.php?pid=S0123-77992011000100009&script=sci_arttext
Karim, N. A. y Shukur, Z. (2015). Review of user authentication methods in online examination. Asian Journal of Information Technology, 14(5), 166-175. Recuperado de http://docsdrive.com/pdfs/medwelljournals/ajit/2015/166-175.pdf
Karim, N. A. y Shukur, Z. (2016). Proposed features of an online examination interface design and its optimal values. Computers in Human Behavior, 64, 414-422. Doi: 10.1016/j.chb.2016.07.013
Lincoln, Y. y Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, California: Sage.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. Doi: 10.3102/0013189X017002013
Newland, B. y Handley, F. (2016). Developing the digital literacies of academic staff: an institutional approach. Research in Learning Technology, 24(1), 31501. Doi: 10.1080/21567069.2017.1270579
Organista-Sandoval, J., Serrano-Santoyo, A., McAnally-Salas, L. y Lavigne, G. (2013). Apropiación y usos educativos del celular por estudiantes y docentes universitarios. Revista electrónica de investigación educativa, 15(3), 139-156. Recuperado de http://www.scielo.org.mx/scielo.php?pid=S1607-40412013000300010&script=sci_arttext
Pathak, B. K. (2016). Emerging online educational models and the transformation of traditional universities. Document Electronic Markets, 26(4), 315-32. Doi: 10.1007/s12525-016-0223-4
Ramos, A. I., Herrera, J. A. y Ramírez, M. S. (2010). Desarrollo de habilidades cognitivas con aprendizaje móvil: un estudio de casos. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 17(34), 201-209. Doi: 10.3916/C34-2010-03-20
Sandoval, E. A., García, R. y Ramírez, M. S. (2012). Competencias tecnológicas y de contenido necesarias para capacitar en la producción de recursos de aprendizaje móvil. Edutec-e: Revista Electrónica de Tecnología Educativa, 39, 1-16. Doi: 10.21556/edutec.2012.39.379
Shippee, M. y Keengwe, J. (2014). mLearning: Anytime, anywhere learning transcending the boundaries of the educational box. Education and Information Technologies, 19(1), 103-113. Doi: 10.1007/s10639-012-9211-2
Stake, R. (1999). Investigación con estudio de casos. Madrid, España: Morata.
UNESCO (2011). El Aprendizaje Móvil. First Mobile Learning Week Report. Recuperado de http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ICT/pdf/UNESCO%20MLW%20report%20final%2019jan.pdf
UNESCO (2016). Las TIC en la Educación, el aprendizaje móvil. Recuperado de http://www.unesco.org/new/es/unesco/themes/icts/m4ed/
Waheed, M. (2016). What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context: Learning and loyalty: role of KQ. Journal of Computer Assisted Learning, 32(6), 561–575. Doi: 10.1111/jcal.12153
Yin, R. (2009). Case Study Research (4.ª ed.). California, Estados Unidos: Sage.
Zatarain, R. y Barrón, M. L. (2011). Herramienta de autor para la identificación de estilos de aprendizaje utilizando mapas auto-organizados en dispositivos móviles. Revista electrónica de investigación educativa, 13(1), 43-55. Recuperado de http://www.scielo.org.mx/scielo.php?pid=S1607-40412011000100003&script=sci_arttext&tlng=pt
Zezulkova, M. (2017). Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy. En E-Learning, E-Education, and Online Training (pp. 46-53). Springer, Cham. Doi: 10.1007/978-3-319-49625-2_6
Published
How to Cite
Issue
Section
License
Ensayos Pedagógicos is subscribed to the Attribution-NonCommertial-NoDerivatives 4.0 International Creative Commons Licence, which allows both authors and readers to freely download, store, copy, and distribute the final approved publisehd version of the manuscript (post-print) as long as this is done without commercial purposes, no derivative works are generated, and the source and author are mentioned. As well, Ensayos Pedagógicos declares that authors will remain the rightful owners of the copyrights of their work in perpetuity.
