Perceived impact of BYOD initiatives on post-secondary students’ learning, behaviour and wellbeing: the perspective of educators in Greece

Livas, Christos; Katsanakis, Ioannis; Vayia, Eleni

doi:10.1007/s10639-018-9791-6

Cited by 17 publications

(23 citation statements)

References 41 publications

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“…The BYOD initiative affects the teaching process and changes students' behaviour. This change can be positive (improved and modernised learning), as well as negative (inappropriate use) (Livas et al, 2019). For more information on the process of BYOD implementation (setting clear rules, establishing communication of all stakeholders, etc.)…”

Section: Integration Challenges and A Byod Initiativementioning

confidence: 99%

“…For more information on the process of BYOD implementation (setting clear rules, establishing communication of all stakeholders, etc.) see Ackerman & Krupp, 2012;Livas et al, 2019;and Parsons & Adhikari, 2016.…”

Section: Integration Challenges and A Byod Initiativementioning

confidence: 99%

“…Digital technologies are present today in almost all segments of everyday life (Livas et al, 2019) and influence the process of transformation of learning environments (Daniela, 2019). The tendency to base the contemporary initial didactic-methodical education, as well as the professional development of teachers, on the Technological Pedagogical Content Knowledge model (TPАCK; Koehler et al, 2013;Mishra & Koehler, 2006) is noticeable.…”

Section: Introductionmentioning

confidence: 99%

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The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

Stojšić¹,

Ivkov-Džigurski²,

Maričić³

2019

Geographica Pannonica

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The rapid development of immersive technologies has opened up the possibilities for using augmented, mixed, and virtual reality in education. The theoretical part of this paper included a literature review of previous studies dealing with the use of augmented and virtual reality in geography teaching and learning. However, a question raised regarding the readiness of geography teachers to integrate mobile devices and use the advantages of immersive technologies in practice. Based on their digital competences and readiness to use mobile devices and other information and communication technologies in the teaching process four groups of geography teachers can be separated using cluster analysis. The clusters are: 1) Confident and innovative, 2) Traditional approach, 3) Optimistic but low-digitally skilled, and 4) Pessimistic but digitally skilled teachers. Teachers (particularly those in the first cluster) highly assessed the possibilities of using immersive technologies in practice (especially with the physical and regional geography teaching contents).

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Section: Integration Challenges and A Byod Initiativementioning

confidence: 99%

Section: Integration Challenges and A Byod Initiativementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

Stojšić¹,

Ivkov-Džigurski²,

Maričić³

2019

Geographica Pannonica

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“…The use of the BYOD program has a positive impact in the educational context [34], in a way that allows for individualization and flexibility of the teaching and learning process [35]. The fact that students can use their own devices reverts to a positive attitude from both students [36] and teachers towards said model [37].…”

Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

et al. 2020

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The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

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“…1. Quantitative empirical studies focused on people's intention to use BYOD, 20,21,23,24 its antecedents and factors of its adoption and for employee participation in BYOD programs, 3,6,16,21,[25][26][27][28][29][30][31] factors affecting work-to-life conflict, 32 its impact on learning behavior and wellbeing, 33 factors of compliance with BYOD policies, including security, organization encouragement for 'dual use' of both personal and companyprovided devices, 24,[34][35][36][37] and other consequence for security, privacy and legal aspects. 38 However, none of the studies reviewed attempted to empirically investigate the consequences of BYOD adoption on perceived job performance and work motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Bring Your Own Device (BYOD) Adoption on Work Performance and Motivation

Doargajudhur

Dell

2018

Journal of Computer Information Systems

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The effect of BYOD adoption on job performance and work motivation Many organizations are considering BYOD (Bring Your Own Device) programs, in which employees are permitted to use personal mobile devices for work-related purposes. Based on the Job Demands-Resources model, this study empirically investigated the effects of BYOD adoption on employees' motivation and perceived job performance. Using a sample of 400 full-time employees from different occupational sectors in Mauritius, this study adopted Structural Equation Modelling to test the hypotheses using AMOS version 22. Results show that BYOD has a significant positive relationship with Technology Self-Efficacy, perceived workload and perceived job autonomy, while perceived job autonomy is a positive antecedent to perceived workload. In addition, Technology Self-Efficacy, perceived job autonomy and perceived workload in turn influence perceived job performance, while perceived job autonomy and perceived job performance were found to be significant determinants of work motivation. Implications of these findings, limitations and potential research avenues are also discussed.

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Perceived impact of BYOD initiatives on post-secondary students’ learning, behaviour and wellbeing: the perspective of educators in Greece

Cited by 17 publications

References 41 publications

The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

The Effect of Bring Your Own Device (BYOD) Adoption on Work Performance and Motivation

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