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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Students at University have Mobile Technologies. Do they do m-learning?
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Students at University have Mobile Technologies. Do they do m-learning?

机译：大学的学生拥有移动技术。他们会进行移动学习吗？

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摘要

The fact that university students have mobile technologies does not mean they use them for their academic activities. What do students do with their mobile devices? What guidance do they receive from their teachers at university? Some answers were built from the theoretical framework. The research also involved collecting data from samples. For example, issues such as the ability to organize time and learning activities, what students know about technology, which activities they perform with it, or what they have learnt about it in the context of school education. The study is framed by the tradition that attempts to understand social phenomena. Construction data technics were selected so as to let students express their own assumptions and analyze their social practices such as semi open surveys to students, semi-structured interviews to faculty and focus groups with students. All the information obtained was then triangulated. It was found that they use their mobile devices despite the absence of instructions from their teachers. Although audiovisual language has turned to be young people's favorite tool when they try to gather information, academics do not offer it as an option. We think that the use of this language appears as an opportunity for promoting the use of mobile technologies for academic purposes. Therefore, from this year on, we have rearranged our investigation focusing on the use of audiovisual resources.
机译：大学生拥有移动技术的事实并不意味着他们将其用于学术活动。学生如何使用他们的移动设备？他们从大学老师那里得到什么指导？从理论框架中得出了一些答案。该研究还涉及从样本中收集数据。例如，诸如组织时间和学习活动的能力，学生对技术的了解，他们使用技术进行的活动或在学校教育中学到的知识等问题。该研究以试图理解社会现象的传统为框架。选择建筑数据技术是为了让学生表达自己的假设并分析他们的社会实践，例如对学生的半公开调查，对教师的半结构化访谈以及与学生的焦点小组。然后将获得的所有信息进行三角测量。结果发现，尽管没有老师的指示，他们仍在使用移动设备。尽管视听语言已经成为年轻人尝试收集信息时最喜欢的工具，但学者们并没有将其作为一种选择。我们认为使用这种语言似乎是促进出于学术目的使用移动技术的机会。因此，从今年开始，我们重新安排了针对音像资源使用的调查。

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