Impact of Mobile Applications for a Lima University in Pandemic

Abstract

The current global pandemic situation has forced universities to opt for distance education, relying on digital tools that are currently available, such as course management platforms like Moodle, videoconferencing applications like Google Meet or Zoom, or instant messaging apps like WhatsApp. In this study it is detailed that these tools have made virtual education an effective alternative to provide education without having a physical space where teachers and students can concentrate. In addition, this document shows that in this form of teaching learning it is not necessary to have a computer, it is enough to have a cell phone to access this type of education in Peru, since most of the country's homes have a smartphone. Both students and teachers affirm that, although a little more time is invested than usual, this teaching method is satisfactory. The result obtained is that the use of mobile applications plays a very important role in virtual classes since the vast majority of students use the cell phone. In conclusion, teaching and learning in higher university education with the use of mobile applications, both teachers and students said that it was of great help due to the interaction through communication with WhatsApp, zoom, Google meet, among others. In addition, being in constant communication with the students through the applications strengthened the teaching.

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

“…Along these lines, this current study note that with support of TEL (Bälter, 2021;Chiu, 2020;Hosseini et al, 2021;Okoye et al, 2021;Sen & Leong, 2020;Smith et al, 2021), otherwise allied to the "digital technologies for education" in this paper, that learning has surpassed the need for physical infrastructure (e.g., face-to-face classrooms), and has transferred the instructional or pedagogical responsibility for Educators to provide innovative alternatives to physical infrastructures for the students (e.g., remote and distance learning, working facilities at home, technology at home) (Benabdallah & Bourgault, 2021;Chick et al, 2020;Crick et al, 2020;Jimoyiannis et al, 2020;LALA, 2020;Martens et al, 2020;Okoye et al, 2021;UNESCO, 2021b). Also, TEL-based Education (digitized-education) have attained flexibility and mobility in its mode of delivery or paradigms (Aguilera-Hermida et al, 2021;Diaz-Nunez et al, 2021;Okoye et al, 2021;del Rio-Chillcce et al, 2021;TEC, 2020b). This ranges from the innovative (pedagogical) frameworks or theories for teaching (Exter et al, 2019;Ndukwe & Daniel, 2020;Okoye et al, 2022), to the integration of educational technologies (EdTech) that are used to bridge the gap between the modern and traditional models for teaching/learning Shambour & Abu-Hashem, 2022), and in turn, provides new paradigms or practices for achieving sustainability and scalability in the use of EdTech for teaching or educational purposes (Clark et al, 2020;Okoye et al, 2021Okoye et al, , 2022Tondeur et al, 2020;UNESCO, 2015UNESCO, , 2021bYu & Jo, 2014).…”

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

“…To summarize the literatures, while the existing studies have shown that platforms such as m-learning or mobile applications have helped the students and educators in continuing education especially during the recent pandemic [18]. Likewise, in the past there are also studies that have fashioned digital programs to exclusively heighten the quality of teaching and learning for the students [79].…”

“…Likewise, in the past there are also studies that have fashioned digital programs to exclusively heighten the quality of teaching and learning for the students [79]. For example, the recent study that looked into pedagogical impact of the technologies within the classroom or educational settings [18], have shown that 53% of the participants agreed that technology has helped them greatly in their virtual learning/teaching process. While 87% disclosed that m-learning applications do motivate them for virtual learning, and 93% still believed that strengthening their digital skills in the use of virtual environments is also paramount to fully benefiting from the TEL-based education.…”

“…One of the effective ways by which educators were able to continue teaching and learning, particularly during the recent global pandemic [9], [10], [11], [12], [13] was through the use of the educational technology otherwise allied to the notion of Technology-Enhanced Learning (TEL) [14], [15]. TEL is an educational practice applied by the educators to improve the teaching and learning processes for the stakeholders (e.g., teachers and students) regardless of where the teaching and learning takes place (face-to-face or remote) through the use of information and communication technologies (ICT) [15], [16], [17], [18], [19], [20], [21].…”

Analysis of the Use of Videoconferencing in the Learning Process During the Pandemic at a University in Lima

“…Because, due to factors beyond their control, the immobilization of people decreed by many governments worldwide has left them alone at home, unable to go out, much less to places where there is a conglomeration of people. Education at any level has been affected in the delivery of classes [6].…”