Oliva MP, Narváez CG, Buhring BK

Language: Spanish
References: 17
Page: 372-381
PDF size: 259.40 Kb.

ABSTRACT

Introduction: The current and contact use of technology in education has configured a new dimension that generates a constant support to the teaching-learning process in higher education. The application of mobile technology learning, Mobile learning, within the educative context has established new parameters in educative ergonomics, which has facilitated the continuous access to information. Its positioning generates new paradigms, whose valorizations should be properly studied.
Objective: Describe the assessment of mobile learning in the teaching process of health students.
Methods: This research of quantitative character used descriptive statistics. The information was gathered by survey, and tabulated in Spss15^®. We obtained a sample of 202 majoring subjects from the Health School of Universidad de Desarrollo, Chile.
Results: The polled indicated that the most widely used technologies are the laptop (47 %) and the smartphone (42 %), which are in turn constituted as the most important (laptop: 56 %; smartphone: 21 %). 28.7 % of those who used a laptop to study assess it positively, a perception that goes down to a 21 % in the use of the smartphone (both with p= 0.00). This technology is generally used for searching information (27 %).
Conclusions: We have concluded that mobile technologies become important within the learning process of higher education students. The traditional technologies (desktop computer) are scarcely used. The generation of a study network is evaluated, a reason why using mobile learning positively contributes to maintaining this type of communication.

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