Professor University of South Florida, United States
Abstract Information: In Venezuela, mobile learning has emerged as a promising and innovative way to improve educational access, particularly in areas with limited traditional educational resources and infrastructure. In recent years, Venezuela has experienced significant economic and social challenges that have impacted the country's education system. As a result, many students have limited access to traditional educational resources, such as textbooks, classrooms, and teachers. Mobile learning offers a potential solution to this problem by providing students access to educational materials and resources using technology, particularly mobile devices. This collaborative evaluation explores the mobile learning trend in a Venezuelan higher education institution through surveys to students and instructors to examine the educational benefits of it for higher learning in Venezuela and the challenges of integrating mobile devices.
Relevance Statement: Education is a fundamental pillar of any society because it molds and influences individuals' knowledge, skills, and competencies, ultimately contributing to the nation's growth. However, Venezuela has encountered significant economic and social challenges in recent years, which have considerably impacted the country's educational system (Nessi et al., 2020). This has restricted access to traditional educational resources such as textbooks, classrooms, and instructors, especially in regions with limited infrastructure. Venezuela has turned to implement innovation and technology as prospective strategies for enhancing educational access. Mobile learning, which provides students access to educational materials and resources through mobile devices, has emerged as one of the most innovative methods. Mobile learning, also called m-learning, is a novel form of distance education that is gaining worldwide popularity due to the increased use of mobile devices such as smartphones, tablets, and laptops. Mobile learning provides a potential solution to Venezuela's education crisis by providing students with access to educational resources that would otherwise be difficult to acquire. Students with mobile devices can access educational materials, enroll in online courses, and collaborate with peers and instructors from anywhere, at any time, even in areas with limited infrastructure. In addition, mobile learning is adaptable and can be tailored to meet the specific requirements of each student, resulting in a more personalized and engaging learning experience. This collaborative evaluation investigates the mobile learning trend in Venezuelan technical colleges by surveying students and faculty in different regions. The primary objective is to examine the educational benefits of this strategy for higher education in Venezuela and the difficulties of integrating mobile devices into the educational system. A collaborative evaluation approach recognizes that stakeholders have valuable insights and knowledge about the program being evaluated and contributes to the validity and usefulness of the evaluation results (Rodriguez-Campos, 2016). This leads to more meaningful and relevant evaluations that are better suited to meet the needs of stakeholders in the Venezuelan higher education environment.
References: Nessi, E. M. F., Mora, J. M. M., & Montero, M. A. B. (2020). Educación a distancia en las universidades venezolanas ante la pandemia COVID-19: Desafíos y Oportunidades. Revista Scientific, 5(18), 85-107. Rodríguez-Campos, L. (2012). Advances in collaborative evaluation. Evaluation and program planning, 35(4), 523-528. https://doi.org/10.1016/j.evalprogplan.2011.12.006