scholarly journals Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

2021 ◽  
Vol 3 ◽  
pp. 6-25
Author(s):  
José-María Romero-Rodríguez ◽  
Inmaculada Aznar-Díaz ◽  
Juan-Manuel Trujillo-Torres ◽  
Antonio José Moreno Guerrero
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Teaching Practices ◽  
Teaching Method ◽  
Teaching Experience ◽  
Good Teaching ◽  
University Teachers ◽  
Language And Literature ◽  
Key Factor ◽  
The University

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.

scholarly journals Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 91761-91769 ◽  
Author(s):  
Jose-Maria Romero-Rodriguez ◽  
Inmaculada Aznar-Diaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
Gerardo Gomez-Garcia
Keyword(s):  
Higher Education ◽  
Structural Equation Model ◽  
Mobile Learning ◽  
Teaching Practices ◽  
Structural Equation ◽  
Equation Model ◽  
Good Teaching

scholarly journals Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices

2017 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Chiew Yen Dwee ◽  
Elizabeth M. Anthony
Keyword(s):  
Teaching Practices ◽  
Teacher Perception ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Classrooms ◽  
Depth Data ◽  
The University ◽  
University Setting

While much has been written on the concept and development of learner autonomy, limited studies have investigated the perceptions and classroom practices of teachers in fostering learner autonomy. This paper sets out to examine what teachers think about learner autonomy as well as the strategies they use to develop autonomous learners in a university setting using a qualitative approach. Five English teachers were selected using purposive sampling and a semi-structured interview was conducted with each of them to obtain in-depth data on their perceptions and teaching practices revolving around autonomous learning. The findings revealed that although university teachers possessed a fair understanding of what learner autonomy involves, there was a lack of focus in terms of developing learner autonomy in the classroom due to a number of challenges such as lack of teacher readiness, passive student attitude as well as the relevance and timing of English courses within the university curriculum.Keywords: Learner autonomy, Teacher perception, Teaching practices, English classrooms

Analysis of Good Teaching Practices With Mobile Devices at the University: Design and Validation of the APMU Scale

2021 ◽  
Vol 16 (1) ◽  
pp. 2-10
Author(s):  
Inmaculada Aznar-Diaz ◽  
Jose-Maria Romero-Rodriguez ◽  
Magdalena Ramos Navas-Parejo ◽  
Gerardo Gomez-Garcia
Keyword(s):  
Mobile Devices ◽  
Teaching Practices ◽  
Good Teaching ◽  
The University

scholarly journals Assessment of Virtual Reality as a Didactic Resource in Higher Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12730
Author(s):  
Diego Vergara ◽  
Álvaro Antón-Sancho ◽  
Jamil Extremera ◽  
Pablo Fernández-Arias
Keyword(s):  
Virtual Reality ◽  
Latin American ◽  
Teaching Experience ◽  
Health Sciences ◽  
University Teachers ◽  
Academic Level ◽  
Years Of Teaching Experience ◽  
Different Dimensions ◽  
Latin American Universities ◽  
The University

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.

scholarly journals Models of good teaching practices for mobile learning in higher education

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
José-María Romero-Rodríguez ◽  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching Practices ◽  
Good Teaching

Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model

2020 ◽  
Vol 159 ◽  
pp. 104007 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Mobile Learning ◽  
Teaching Practices ◽  
Explanatory Model ◽  
Good Teaching ◽  
Determining Factors

Un profilo inclusivo per il docente di sostegno in formazione: l'efficacia del corso di specializzazione dell'Ateneo di Torino

2019 ◽  
pp. 135-156
Author(s):  
Rosa Bellacicco
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Positive Effects ◽  
The University

Developing competences for inclusive education in future support teachers is essential to ensure that they become not only experts in interventions on students with disabilities but are prepared to face the broad challenges of the school of differences. This study examined the effectiveness of the specialization program in Special Education organised by the University of Turin (2016/17) in enhancing teachers'competences and knowledge on inclusion. The teaching strategies used during the program, which were more associated with this purpose, and the application of acquired skills in classroom were also examined. 180 teachers participated in the survey, completing a questionnaire based on the Profile of inclusive teachers (EADSNE, 2012). The results indicate that the program had positive effects, moderate-to-large, in increasing teachers' competences and knowledge on inclusion. In addition, most of the trainees was also able to implement these in schools. Regarding the teaching practices, the opportunity of dialogue with other trainees, and the teaching experience in school placements were perceived by participants as the most incisive.

scholarly journals M-Learning: Positioning the Academics to the Smart devices in the Connected Future

2020 ◽  
Vol 4 (2) ◽  
pp. 76 ◽  
Author(s):  
Tanweer Alam ◽  
Mohammed Aljohani
Keyword(s):  
Decision Support ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
College Teaching ◽  
Mobile Technologies ◽  
Smart Devices ◽  
University Teachers ◽  
Tablet Pcs ◽  
Massive Growth ◽  
The University

M-learning is about using the massive growth of mobile technologies to benefit learners and learning. As computers and the internet become essential educational tools, the technologies become more portable, affordable, effective and easy to use. Using portable computing devices (such as laptops, tablet PCs, PDAs, and smartphones) with wireless networks enables mobility and mobile learning, allowing college teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives university instructors and learners increased flexibility and new opportunities for interaction. Decision support systems can play an important role in decision making for the interaction of instructors and students. Mobile technologies can support learning experiences at the university level that are collaborative, accessible, and integrated with the world beyond the classroom educative learning initiative. In the proposed framework we will use a decision support system for taking some decisions using the system. The system will notify students when they need alert of lecture time, low attendance, meeting time, exam schedule notification, result etc. Also, the Framework will take quizzes periodically for improving the quality of learning of each class and send the result to the student as well as faculty and add this result in the record of the student in university. Students can ask general and technical questions from the system, system reply answer of general questions and send technical questions to the faculty, faculty reply through the system. The student also votes at the end of every lecture, if the system found against vote then send the message to the concerned faculty for improvement in the lecture.  My research will be more helpful for students and university teachers to increase flexibility and interaction with students more effectively.

scholarly journals Integrating Emerging Technologies into Higher Education – The Future Perceptions

2021 ◽  
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Negative Effects ◽  
University Teachers ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

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