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A Study of the Use of Ubiquitous Mobile Digital Devices in Intercontinental Distance Education Maria Luisa Sevillano García et al. Table 6: Searching for academic information Laptop Mobile phone Spain 34.3 6.9 Italy 38.9 8.3 Germany 23.5 11.8 Chile 28.2 18.5 Peru 25.0 25.7 Colombia 28.3 33.8 Panama 36.0 20.0 Mexico 33.3 21.7 Table 7: Swapping class notes Laptop Mobile phone Spain 32.7 4.7 Italy 31.6 6.5 Germany 17.6 5.9 Chile 37.8 13.8 Peru 15.4 23.7 Colombia 26.5 18.4 Panama 8.3 27.3 Mexico 28.7 11.2 Table 8: Carrying out group tasks Laptop Mobile phone Spain 17.9 1.5 Italy 50.0 3.0 Germany 27.8 2.1 Chile 21.3 3.0 Peru 13.5 8.1 Colombia 19.0 9.0 Panama 16.7 18.2 Mexico 23.8 5.4 Searching for academic information refers to enquiries about grants, qualifications, exam results and course notes, and students frequently use their laptops or mobile phones for this task. When doing course work, I often use my mobile phone to compile data quickly, because it is fast, and I also use my apps in these tasks too (Protocol 92). Italy, with 38.9, and Spain with 34.3, score highest in laptop use for academic information searches, while students in Colombia and Peru, at 33.8 and 25.7 respectively, prefer using their mobile phones for such tasks. Chile, at 52.4 and Colombia, with 40.6, registered Always as the majority choice for mobile phone use in this section, and also scored high for laptop use when carrying out academic information searches. Never or Hardly Ever scored very highly in all countries for mobile phone use in academic searches, except in Germany (11.8) for mobile and laptop, and for mobiles in Peru (47.3), Italy (42.8) and Spain (35.5). 122 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
A Study of the Use of Ubiquitous Mobile Digital Devices in Intercontinental Distance Education Maria Luisa Sevillano García et al. The laptop was most frequently used for swapping class notes in Chile, Spain and Italy. In contrast, mobile phones were used for the same task to a significant degree in Panama, 27.3, more than the laptop, at 8.3. When I get home, I use my laptop as it is more comfortable than my mobile, and I can do tasks and read better on it when I need to look for information (Protocol 146). Never or Hardly Ever figure highly in all countries, particularly in Peru, with 45.9 in both categories, and Spain, 43.5. I use my mobile phone to arrange to meet my class mates to do work together and to swap notes (Protocol 80). My laptop allows me to move around from one place to another, collect class notes from colleagues and do group work together instead of being stuck in one single place. I use it to read the press, and copy up class notes posted on the university website, the virtual campus (Protocol 3). Mobile phone use for swapping notes scores significantly higher in Panama, 27.3, than for the laptop, 8.3. I use my mobile phone to read class notes and swap with my colleagues, or I get them from my teacher. I use it for any emergency that I might have, related to university work. I always have it switched on and although I put it on silence I am always aware in case something occurs regarding university work (Protocol 100). Likewise in Peru, at 23.7 for mobile phone use and 15.4 for the laptop. Always for laptop use scores highest in Chile, 42.7, and Colombia, 39.2. Never or Hardly Ever for notes-swapping via mobile phones is very high in Germany, 94.1, Italy, 92.3 and Spain, 83.3. Perhaps competitiveness among students leads many to avoid swapping notes with fellow classmates. Working in collaboration with other students has become an enriching and socializing dimension of academic work in recent times, but this is not reflected in laptop or mobile phone use for such tasks. The only exceptions are Italy, 50.0, and Germany 27.8. Question 19 of the questionnaire was a closed question which asked students about the uses and functions of their mobile phones (results shown in the following table). The communication function followed by use of mobile phone for entertainment, at 629 and 566 absolute impacts respectively, score the highest across all countries. It is the education function, with 155 impacts, that scores the lowest in all countries. Table 9: Mobile phone Spain Italy Colombia Panama Germany Peru Mexico Chile functions 1. Entertainment 17.2% 27.3% 16.4% 20.0% 18.6% 18.6% 16.5% 17.8% 2. Expression 12.5% 9.1% 11.9% 12.2% 9.3% 12.2% 12.9% 10.2% 3. Motivation 7.2% 4.5% 9.4% 9.6% .0% 8.3% 7.4% 6.8% 4. Information 13.5% 13.6% 11.0% 8.7% 9.3% 11.5% 12.5% 13.1% 5. Education 4.3% .0% 6.7% 4.3% 2.3% 8.3% 3.2% 5.6% 6. Collaboration 7.6% 9.1% 9.6% 9.6% 14.0% 8.3% 8.9% 7.8% 7. Communication 20.2% 36.4% 15.3% 14.8% 39.5% 17.9% 19.0% 19.5% 8. Illustration 7.3% .0% 7.8% 10.4% .0% 4.5% 6.6% 7.1% 9. Innovation 10.3% .0% 11.9% 10.4% 7.0% 10.3% 13.1% 12.2% Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 123 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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Online Learning in Community Colleg
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Page 85 and 86: The Usability Evaluation of UniCamp
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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