The modifications in delivery channels, educational tools, methodology, content or modifications on the arrange made to those elements, that leads to changes in practice in educational strategies. Especially in the case of mobile learning is linked to its consideration as a customizable learning tool. This characteristic permits to address a more personalized approach to the traditionally standardized one “strategy for all” education. This implies to generate a disruptive change in the established modes of delivering instruction.
Published in Chapter:
Critical Factors in Defining the Mobile Learning Model: An Innovative Process for Hybrid Learning at the Tecnologico de Monterrey, a Mexican University
Violeta Chirino-Barceló (Tecnologico de Monterrey Mexico, Mexico) and Arturo Molina (Tecnologico de Monterrey Mexico, Mexico)
Copyright: © 2011
|Pages: 19
DOI: 10.4018/978-1-60960-042-6.ch048
Abstract
Many factors converge when attempting to define the most adequate mobile learning model to be applied in a face-to-face university environment. As far as innovation related processes go, the implementation of mobile learning, implies defining a road map on the basis of strategic planning. It is also important to apply an action research approach in the implementation process of the model. In analyzing in depth this innovative mobile learning process, there are key factors to consider. First, there are factors related to the technology necessary for the implementation of the model—both hard and soft requirements. Second, there are cultural issues related to the use of non-native internet professors of innovative technologies. Finally, there are challenges related to defining, exactly, those educational strategies to be handled through mobile devices. This chapter focuses on the critical factors involved in integrating mobile learning into a hybrid educational model at a Mexican university.