The spanish version of the eHEALS tested in this work has shown to be a valid and reliable scale to measure eHealth competence in university students.

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Para mejorar el aprendizaje, los avances tecnológicos ponen a disposición de los agentes educativos recursos emergentes, los cuales requieren del desarrollo de competencias o destrezas básicas por parte de los estudiantes y suponen un reto para toda la comunidad educativa. En este contexto, la competencia mediática se convierte en la clave para fomentar un uso responsable, eficiente y democrático de los recursos mediáticos por parte de los ciudadanos. Se presentan aquí los resultados de un proyecto de investigación realizado en España, en el que se han diseñado diversos instrumentos de evaluación de la competencia mediática de estudiantes, profesorado, así como de padres y madres. Su aplicación ha permitido conocer que nos encontramos en un momento extraordinario para aprovechar los recursos mediáticos hacia la mejora del proceso educativo, aunque pone en evidencia que el hecho de estar rodeados de medios y tecnologías no significa que seamos competentes en su uso. Esto nos lleva a insistir en la importancia de la inclusión de la educomunicación dentro del currículum escolar desde las primeras edades.

D uring this last year, we have witnessed a huge tidal wave in the university world. Many people have been talking about MOOCs (Massive On-line Open Courses) as a potential revolution that has arrived from North America. MOOCs have the primary aim of changing the fixed dynamics of rigid university training models and the traditional organizational structures of universities. Those who are still unfamiliar with the term «MOOC», often enquire about this subject with a mixture of discretion and curiosity − receiving a plethora of replies that end up being of little help.W ith doubt, though, higher education is metamorphosing into a global activity: the spreading of this technology is not only unstoppable, but also omnipotent and omnipresent during the entire process. Moreover, the socalled «technophobes» are becoming less and less hesitant as they adopt more defensive tactics, e.g. by claiming that there is a «false onsite presence». Indeed, this is their baton to defend traditional education. Editorial©

The aim of this study is to determine the factors that significantly influence the acceptance and intent to use smartphones and tables as resources for learning in university contexts, as well as the relationships established between them. For their analysis, we followed a contextualized model of evaluation starting with the methodological framework of the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh and collaborators (2003). For this, a data collection instrument was designed, validated to our context and optimized for mobile learning and the education community. A total of 370 university students participated in the study. From the statistical analysis conducted, it was shown that the instrument constructed had a notable internal consistency, showing a high validity for collecting information in relation to five of the eight factors of which it was composed, although it should be revised in relation to the other three. Also, through the data collected, a high pre-disposition was observed for the use of mobile devices for learning, with a direct effect on the constructs validated, as well as the socio-demographic variables (age, gender, degree year and field of knowledge) that could be considered moderating variables of this pre-disposition. Although these results could be put into context in future studies, it can be concluded that the instrument design can be a good indicator of the pre-disposition towards the use of mobile learning strategies.

Media consumption is an undeniable fact in present-day society.