Models of good teaching practices for mobile learning in higher education

José-María Romero-Rodríguez (), Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena and María-Pilar Cáceres-Reche
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José-María Romero-Rodríguez: University of Granada
Inmaculada Aznar-Díaz: University of Granada
Francisco-Javier Hinojo-Lucena: University of Granada
María-Pilar Cáceres-Reche: University of Granada

Palgrave Communications, 2020, vol. 6, issue 1, 1-7

Abstract: Abstract Mobile learning is an emerging teaching methodology in the university system. Every year, the International Horizon Reports highlight the trend of implementing mobile devices in the classroom. Therefore, the Spanish university system presents the current challenge of adapting these resources to improve student learning, in line with the knowledge society in which we are immersed. This requires examples of good teaching practice. The purposes of this paper were to evaluate the mobile learning (m-learning) practices implemented by university teachers and to compile experiences on good teaching practices of m-learning developed in the classroom. A mixed method was used in which the responses of 1125 professors from 59 different universities located throughout Spain were analyzed. The APMU scale developed by the authors was applied for the detection of good teaching practices of m-learning and the structured interview for the collection of concrete experiences of good teaching practices. The results showed that the largest proportion of good teaching practices were concentrated at the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University and University of Seville. Furthermore, three experiences carried out by teachers who were agents of good practice were collected. Based on this, three models of good teaching practices were generated and exemplified through the concept mapping technique. Finally, the main findings and implications of the study are discussed.

Date: 2020
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DOI: 10.1057/s41599-020-0468-6

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