期刊名称：TE & ET : Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología
印刷版ISSN：1850-9959
出版年度：2020
期号：27
页码：1-8
DOI：10.24215/18509959.27.e3
出版社：Universidad Nacional de La Plata
其他摘要：The integration of mobile technology into teaching and learning processes, known as mobile e-learning (m-learning), meets resistance from secondary school teachers. This situation leads to scarce research on the subject, generating naive and poorly informed attitudes about m-learning in the community of teachers. Specifically, m-learning is one of the least investigated areas, due to its own mobile, portable and ubiquitous nature, which generates complex and non-deterministic techno-social behaviors and interactions. That is why this research uses learning analytic to evaluate the data obtained from the technological and pedagogical interactions of m-learning. The case study was carried out with two cohorts: 2018 (N = 16) and 2019 (N = 12). For the analysis, the data obtained from interaction logs that is downloaded from the application available on the smartphone were used. As a result, m-learning is found to be a binary-learning binary learning system that promotes a user profile with the ability to manage ubiquitous learning times and empowers the management of distributed e-learning meta-spaces.
关键词：Learning analytics;Móvil learning;Educación secundaria;Enseñanza de la ciencia y tecnología;Aprendizaje ubicuo
