Implementation of mobile devices in higher education: Cases of good teaching practices

Mobile devices have become very prominent in education in recent years. Moreover, their use has intensified in the wake of the Covid-19 pandemic. In this sense, given the multitude of educational experiences, it is necessary to discern between a good use of the mobile device to carry out teaching practice. The purpose of this paper was to analyse learning strategies using mobile devices to provide models of good teaching practice. To this end, a cross-sectional study design was applied based on the distribution of an online survey including a standardised scale and an open-ended questionnaire. A total of 14 teachers, aged between 28 and 64 years (M = 48.42, SD = 10.67), participated in the study. The results obtained show that socio-demographic factors did not influence the development of good teaching practices with mobile devices. On the other hand, only five teachers identified themselves as agents of good teaching practices and the experience carried out in the classroom was collected. Finally, good teaching practices are a topic of interest in order to have practical models that can serve as a reference for other teachers and can be implemented at the University.

Alternative learning approaches in a pandemic context: From the collaborative outdoor edupark game to a virtual visit

Over the last years, there has been much interest in mobile technologies for teaching and learning. Despite the focus on these emerging and innovative tools, mobile learning (mLearning) is facing many challenges. In response to the spread of the COVID-19 pandemic, many schools implemented eLearning or mLearning during school closures. However, mobile activities that involve collaboration of students in outdoor environments need to be rethought, as social distance is advised. This paper provides a pragmatic example of how to respond in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. It presents an alternative learning approach in a pandemic context, as the EduPARK can be explored in a virtual visit, reinforcing the connection between physical and virtual learning spaces. This way learning can happen without face-to-face interactions for those who are avoiding physical contact, for those who are far away from the location, or even for students with motor difficulties. As a reflection, the authors examine major educational changes that have recently been imposed upon teachers and educational researchers, as well as key aspects of the current emergency response in education, and resultant implications for educational technology and mLearning. © 2021