Analysis of the educational impact of M-Learning and related scientific research

  1. Javier Fombona Cadavieco 1
  2. María Angeles Pascual Sevillano 1
  3. Miguel Pérez Ferra 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Año de publicación: 2020

Volumen: 9

Número: 2

Páginas: 167-180

Tipo: Artículo

DOI: 10.7821/NAER.2020.7.470 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: NAER: Journal of New Approaches in Educational Research

Objetivos de desarrollo sostenible

Resumen

La elevada penetración e impacto mundial de los dispositivos móviles obliga a la comunidad científica a hacer análisis rigurosos sobre las implicaciones de este fenómeno. Así, desde el contexto académico es necesario determinar sus efectos reales y cuáles son sus usos más adecuados para su aprovechamiento en la gestión de la información y la construcción del conocimiento. Para ello se examinan las recientes investigaciones sobre el tema del aprendizaje móvil y se realiza un análisis descriptivo de una muestra de registros indexados en la plataforma de investigación de Web of Science en el periodo 2015-2016. El exhaustivo análisis de contenido sobre estos registros ha destacado nuevos aspectos relevantes, como las áreas temáticas de mayor impacto, la irrupción de nuevas metodologías de interacción social en Educación Secundaria, formas emergentes de relaciones colaborativas, el trabajo con perfiles de estudiantes bien delimitados y el uso de innovaciones en espacios inmersivos virtuales en la Educación Superior. La investigación también pone especial relieve en la aparición de nuevas, desconocidas y transcendentes problemáticas derivadas del M-learning, como son las adicciones y las interferencias en el aula, que afectan sobre todo a los jóvenes estudiantes. Finalmente, nuestro estudio sugiere que la formación de los docentes podría recoger estas propuestas tecnológicas e incluirlas en sus estrategias. De hecho, sería preciso invertir el proceso, siendo la iniciativa educativa la que diseñe y genere específicamente pautas innovadoras en la gestión de estas formas y contenidos.

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Información de financiación

Funded by: Ministry of Economy and Competitiveness, Spain Funder Identifier: http://dx.doi.org/10.13039/501100003329 Award: EDU2015-70491-R

Financiadores

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Fuente de los datos: Dialnet