Impact of M-learning as a strategy to support the teaching and learning process
DOI:
https://doi.org/10.69821/constellations.v4i1.92Keywords:
Digital competences, educational integration, M-learning, pedagogical strategies, technological barriersAbstract
This study analyzes the impact of M-learning as a support strategy in the teaching and learning process at the Politécnico Miguel Ángel García Viloria during the 2023–2024 academic year. Using a quantitative approach, a non-experimental design, and a descriptive scope, data were collected from a sample of 251 students and 54 teachers. The findings reveal a high use of multimedia resources and digital platforms by teachers, although methodologies such as autonomous learning and project-based learning are less frequently applied. Most teachers demonstrated intermediate levels of digital competence, and significant barriers were identified in terms of technological infrastructure and pedagogical training. Moreover, differences were observed between teachers’ and students’ perceptions regarding the frequency and effectiveness of M-learning use in the classroom. The study concludes that, while there is a favorable foundation for implementation, existing limitations reduce the overall impact of M-learning. It is recommended that teacher training programs focus on active learning methodologies, digital infrastructure be improved, and institutional strategies be designed to systematically and sustainably integrate M-learning into the secondary education curriculum.
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