Revisitar el Uso de Dispositivos Móviles para el Aprendizaje en Línea

Mejorando la Accesibilidad en la Educación Superior en Mozambique

Autores/as

DOI:

https://doi.org/10.25749/sis.41636

Palabras clave:

educación a distancia, educación superior, accesibilidad, dispositivos móviles, inclusión digital, Mozambique

Resumen

La integración de dispositivos móviles en la enseñanza en línea se ha consolidado como una estrategia crucial para expandir las prácticas pedagógicas y ampliar el acceso a la educación superior, particularmente en contextos remotos y desfavorecidos, como el de Mozambique. Este estudio tiene como objetivo examinar de qué manera los dispositivos móviles contribuyen a la democratización del acceso a la educación superior, tomando como caso de análisis la Universidade Aberta ISCED. La metodología adoptada fue el estudio de caso, con una orientación exploratoria-descriptiva y un enfoque cualitativo, sustentado en análisis documental, entrevistas semiestructuradas y cuestionarios, con el fin de captar diferentes perspectivas de los actores implicados. Los resultados demuestran que los dispositivos móviles posibilitan trayectorias de aprendizaje flexibles e inclusivas, permitiendo que los estudiantes concilien responsabilidades académicas, profesionales y personales. Asimismo, revelan que el aprendizaje móvil se ajusta al contexto socioeconómico de Mozambique, ofreciendo oportunidades de participación en la educación superior en línea a costes más reducidos. No obstante, se identificaron barreras significativas, entre ellas, carencias en la infraestructura tecnológica, limitaciones en la alfabetización digital e insuficiencia de estrategias institucionales para una implementación a gran escala. El estudio concluye que los dispositivos móviles son una herramienta viable para promover la equidad en la educación superior, pero su integración eficaz requiere esfuerzos coordinados en términos de políticas públicas, formación y desarrollo de infraestructura. Estos resultados ofrecen aportes prácticos para las instituciones de educación superior y los responsables de políticas en Mozambique y en otros países en desarrollo, apoyando el diseño de ecosistemas digitales de aprendizaje escalables y sostenibles.

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Biografía del autor/a

David Franco, Departamento de Extensão, Direção de Pesquisa e Extensão, Universidade Aberta ISCED, Mozambique

PhD candidate in Web Science and Technologies, holding master’s degrees in Information by Universidade Aberta (the Portuguese Open University) and Business Systems and in Business Administration and Management by Universidade Católica de Moçambique – UCM (Catholic University of Mozambique). His research focuses on online education and Educational Technologies, particularly in technology-mediated learning, access in higher education, and pedagogical innovation. He currently serves as Head of the Extension Department at Universidade Aberta ISCED (UnISCED), Mozambique, and has been actively involved in research and development projects on remote laboratories, mobile learning (m-learning), and the integration of digital tools into online higher education environments.

José Bidarra, Laboratório de Educação a Distância e eLearning (LE@D), Departamento de Educação e Ensino a Distância (DEED), Universidade Aberta, Portugal

Holds a PhD in Educational Communications by Universidade Aberta (the Portuguese Open University), where he is currently Associate Professor with Habilitation in the Department of Distance Education and e-Learning (DEED). He is also co-author of the Virtual Pedagogical Model used at Universidade Aberta. His current research interests focus mainly on the application of multimedia & digital media in distance education, including AI, games & simulations. Many of his Masters and Doctorate students are developing new methodologies to engage learners in valuable experiences with digital media. Most of the research is conducted at Universidade Aberta and LE@D (Laboratório de Educação a Distância e eLearning); other previous research includes a Honorary Fellowship at the Games, Learning & Society research unit, University of Wisconsin, Madison, USA and frequent collaborations with European Universities and networks: TU Graz, OU-NL, OU-UK, EADTU, EMPOWER.

Susana Henriques, Centro de Estudos Globais (CEG) e Laboratório de Educação a Distância e eLearning (LE@D), Universidade Aberta, Portugal

Holds a PhD in Sociology and is an Associate Professor with Habilitation at Universidade Aberta (UAb), Department of Education and Distance Learning. She is a researcher at the University's Centre for Global Studies and LE@D – Laboratory of Distance Education and eLearning, as well as at CIES-Iscte (Centre for Research and Studies in Sociology). She is part of the coordination teams of the Doctoral Programme in Distance Education and eLearning, and of the Micro-credential in Distance and Digital Education. Her research interests focus on network digital education, digital literacy, and research methodologies.

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2025-10-31

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Vol. 13 Núm. 3 (2025): Culturas Científica y Digital en investigaciones que articulen universidad-escuela-sociedad

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