Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model.

The use of mobile devices in education is becoming standardized at the higher education stage. However, it is necessary to evaluate good teaching practices of mobile learning (m-learning) in order to set proper application of mobile devices and favourable learning outcomes for students. The purposes of this paper were, on the one hand, to determine the degree of implementation of m-learning and good teaching practices in Spanish universities; on the other hand, to know the causes that lead university professors not to integrate mobile devices and to determine the socio-demographic factors that influence the development of good teaching practices of m-learning. In relation to the researching method, it was used a quantitative approach focused on the implementation of an online survey. A total of 1544 university professors attached to the Faculties of Education throughout Spain, aged between 20 and 77, participated in the study (M = 45.29; SD = 10.45). The results obtained revealed that: 1) More than 70% of Spanish university professors use mobile devices in the classroom; 2) The main reasons whereby mobile devices are not used in the classroom are ignored, belief that they are a distraction, resistance to change and perceived uselessness; 3) Only 39.56% carried out good teaching practices; 4) The main and possible influential factors good teaching practices of m-learning were professional category, line of research in educational technology, other teaching innovations, believes in the adequacy of mobile devices and the expansion of m-learning in the coming years. Finally, the practical implications of this study are discussed, highlighting the wealth of collected data from this pioneering research on the evaluation of good teaching practices of m-learning. • More than 70% of Spanish university teachers use mobile devices in the classroom. • The main reasons for non-use of mobile devices are ignorance, distraction, resistance to change and perceived uselessness. • Of the sample that applies mLearning as a teaching methodology, only 39.56% carried out good teaching practice. • Significant differences were knowledge field, educational technology research, innovations, belief in mLearning expansion. • Category, educational technology research, innovations, belief and adequacy of mLearning influenced good teaching practices. [ABSTRACT FROM AUTHOR]