Mobile learning: perceptions and practices in online education

Learning with the use of mobile technologies, which becomes more flexible, can effectively replace the static technologies of desktop computers, as referred to in the literature. On the other hand, academic environments arise as ideal for implementing, testing and evaluating pedagogical and technological innovations, including in the scope of mobile devices, allowing to prove or refute the technical feasibility and pedagogical possibilities of these devices. But what perceptions do students and teachers have on the use of mobile technologies and mobile devices? And what practices of mobile learning do they engage on? By mapping and analyzing open access research, a mobile learner profile can be portrayed, being collaboration and interaction key features. In fact, both students and teachers are immersed in cultural and technological environments, where knowledge is built and shared as part of a social process. Concerning the case of Universidade Aberta, a distance and online public university, working already in a digital context, what is the place for mobile technologies and mobile learning? It is fundamental to consider a set of pedagogical possibilities that technologies offer to digital and networked learning contexts. In this context, faculty training is an important tool, and various strategies are already being developed. We conclude that both m-learning and the faculty training at Universidade Aberta are important opportunities to become aware of the need for educational innovation in higher education, and to promote reflective thought in teaching and learning perceptions and practices.