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Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization
The COVID-19 pandemic is considered as a turning point that has impacted the digital transformation of higher education. However, the link between students’ mobile phone practices and university digitalization is not sufficiently or explicitly discussed. The purpose of this study is to provide evidence about university students’ mobile phone practices for academic purposes, and to contribute to the debate regarding post-pandemic university digitalization. The participants were 60 students studying in a Greek university, data were collected via an open-ended questionnaire, and descriptive content analysis was used to examine the qualitative data. Students mainly use their mobile phones for information searches (e.g., for assignments, videos, photos, graphs, simulations, online dictionaries, and scientific papers), easy and quick access to e-classes (e.g., course material/slides) and the faculty’s site, and for communication with peers (e.g., queries, sharing educational resources) and tutors. During mobile practices, students experience advantages (easy-quick searches, flexibility, familiarization with digital technology) and disadvantages (internet connectivity, unreliable information sources, distractions). Implications for students, educators, and university policy-organization (policymakers have a role in reshaping digitalization) are discussed. It is argued that mobile learning has the potential to strengthen university digitalization, thus affecting the sustainability of education in the post-pandemic era.
Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization
The COVID-19 pandemic is considered as a turning point that has impacted the digital transformation of higher education. However, the link between students’ mobile phone practices and university digitalization is not sufficiently or explicitly discussed. The purpose of this study is to provide evidence about university students’ mobile phone practices for academic purposes, and to contribute to the debate regarding post-pandemic university digitalization. The participants were 60 students studying in a Greek university, data were collected via an open-ended questionnaire, and descriptive content analysis was used to examine the qualitative data. Students mainly use their mobile phones for information searches (e.g., for assignments, videos, photos, graphs, simulations, online dictionaries, and scientific papers), easy and quick access to e-classes (e.g., course material/slides) and the faculty’s site, and for communication with peers (e.g., queries, sharing educational resources) and tutors. During mobile practices, students experience advantages (easy-quick searches, flexibility, familiarization with digital technology) and disadvantages (internet connectivity, unreliable information sources, distractions). Implications for students, educators, and university policy-organization (policymakers have a role in reshaping digitalization) are discussed. It is argued that mobile learning has the potential to strengthen university digitalization, thus affecting the sustainability of education in the post-pandemic era.
Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization
Kleopatra Nikolopoulou (author)
2022
Article (Journal)
Electronic Resource
Unknown
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