El valor pedagógico de Telegram como complemento del mobile learning en la formación en finanzas: aplicación práctica a un caso de estudio

Javier de los Ríos Medina

doi:10.51302/tce.2021.567

Authors

Javier de los Ríos Medina Doctor en Educación y Nuevas Tecnologías/Experto en mobile learning. Universidad de Castilla-La Mancha (España) https://orcid.org/0000-0002-8707-3397

DOI:

https://doi.org/10.51302/tce.2021.567

Keywords:

Telegram, mobile learning, learning models, pedagogical usability, technical usability, technology acceptance model (TAM), video, chatbot, e-learning, teaching innovation, problems based learning (PBL), digital transformation, WhatsApp, WeChat, social transform

Abstract

This research investigates the pedagogical value of Telegram as a complement to mobile learning in the context of a personal finance course in which 1,205 students participated.

The theoretical basis is based on the constructs developed in the acceptance theory of technology acceptance model (TAM) and in the 10 Nokelainen criteria in relation to pedagogical usability.

The research question positively relates the use of Telegram to learning models, the work of teachers, the interrelationship of students, the importance of content and the use of devices.

The study´s conclusions are very positive, as Telegram stands out for its high degree of satisfaction in relation to the learning model, with a maximum dropout rate of 2.90 %, it is a magnificent complement to the performance of teachers and increases their potential with the use of audiovisual content and the use of multi-devices interchangeably.

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