A survey of student and instructor perceptions of personal mobile technology usage and policies for the classroom

Santos, Ieda M.; Bocheco, Otávio; Habak, Claudine

doi:10.1007/s10639-017-9625-y

Cited by 36 publications

(38 citation statements)

References 19 publications

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“…This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).…”

Section: Use Of Personal Technology In Classmentioning

confidence: 99%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

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We explored s and compared students comp that worked w completed a c for them that n there were so books, blogs a did help with Both student Future researc between profe Keywords: i perspectives, p IntroductioInformation a ubiquitous an their use. Her their use of in do these work excellent in th Post-secondar in order to he (Hue & Ab J quality of te post-secondar resulted in nu information, a Professors TechnoloThere is an ex tion and C by Buchanan, Sainter and Saunders (2013), with a sample of 114 professors, found that the ten most frequently used technologies were: links to online library resources; online audio / video podcasts from other sources; formative online testing; online audio / video podcasts created by the professors themselves; discussion boards for class discussions; discussion boards for frequently asked questions; blogs with the goal of encouraging reflection on learning; Wikis; blogs for micropublishing; and online tests. An increase in the popularity of recorded lectures has also been noted (O'Callaghan, Neumann, Jones, & Creed, 2017).The popularity of social networks, such as Facebook and Twitter, in academe has increased. Yet, there is minimal empirical literature on faculty experiences with the educational use of social networks (Veletsianos & Kimmons, 2012). Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues. ProficiencyThe limited research on professor proficiency in teaching with technology shows that professors were more likely to use technology in their courses if they had a greater degree of confidence in their ability to use this (Howard & Mozejko, 2015). These researchers also found no significant differences between male and female professors in their level of confidence in their ability to use technology. Use of Personal Technology in ClassThere are no universally accepted guidelines that dictate the appropriate use of mobile technologies in class (Lindroth & Bergquist, 2010). This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).Some professors do not allow students to use their laptops and mobile technologies in class at all (Young, 2006). This has the potential to create conflict between professors and their students, since students indicated that being allowed to use their personal technologies in class was important (Alkahtani, Ahmad, Darmoul, Samman, Al-zabidi, & Matraf, 2016).Other professors choo...

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Section: Use Of Personal Technology In Classmentioning

confidence: 99%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

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“…An online questionnaire was developed for this investigation, and adapted from several previous studies [17,5,18,10]. The questionnaire is consisted of 3 parts.…”

Section: Methodsmentioning

confidence: 99%

“…There are many theoretical studies concerning mobile services, functions, and applications, a significant number of research investigated users' preferences and usage [5,3]. The vast majority of these studies indicated a growing importance of mobile devices in everyday life and pointed at the increased usage of new capabilities and functions [8,9,10].…”

Section: Related Studiesmentioning

confidence: 99%

“…The results of studies conducted by [11,12] mobile technologies allowed users to conduct 9 activities in HE institutions such as: sending photos/videos to colleagues, using mobile as audio player, accessing information or services on the web, making video calls, taking photos, or recording movies, sending, or receiving email, using the mobile as personal organizer, sending or receiving SMS, and calling colleagues or others. In addition, [5] explored student and instructor perceptions of personal mobile device usage for appropriate practices at a Brazilian higher education institution. The study also investigated and documented significant differences in perceptions, and found relationships between perceptions and demographic data [5].…”

Section: Related Studiesmentioning

confidence: 99%

“…Plenty of mobile features such as GPS, file storage, cameras, video recorder and browsing, made academicians see mobile phone technologies important tool when it comes to managing the teaching tasks [3]. As the population of campuses expands, so does the improvement of mobile technologies, Higher Education Institutions utilize mobile technologies with interesting features like camera, video, GPS, memory, MP3 player, by allowing studying and collaboration anytime anywhere [4,5].…”

Section: Introductionmentioning

confidence: 99%

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Instructors’ Usage and Perceptions of Mobile Devices and Applications

Alzayed¹,

Alraqqas²,

Alhajri³

et al. 2018

IJCA

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Mobile technology is becoming increasingly prevalent in Higher Educational Institutions, and accordingly, educators must embrace and capitalize on the use of this technology to focus on integrated student services, and to enhance knowledge sharing activities in and off campus. This study investigated instructors' usage and perceptions of mobile devices, its functions, native capabilities, and applications. A sample of 48 instructors were involved in this investigation at the college of Business Studies (CBS), a HE institution in Kuwait. The aim of this study is to understand instructors' habits of the use of mobile capabilities and functions, as well as a common use of social media applications. The finding indicated instructors' frequent use of most of mobile functions, as well as the frequent use of social media applications such as twitter, YouTube, Instagram, and Snap Chat. This will guide the developers of mobile applications for CBS, and help them help to effectively utilize mobile capabilities, functions, and applications. General TermsMobile Learning, Higher Education.

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