Philosophy of e-learning vs m-learning

Abstract

Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today. Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified. Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era. Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach. Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.