University Students' Perceptions of Personal Mobile Devices in the Classroom and Policies

Abstract

This chapter discussed the results of a study that explored students' perceptions of personal mobile devices in the classroom and suggestions for policies. Thirty-four students enrolled in two undergraduate courses taught at a Brazilian higher education institution took part in the study. Data collection consisted of a survey and focus group interview. Quantitative data suggested an overall tendency to rare use of the devices for content and non-content activities. Qualitative results, however, showed that students may have used more often their devices in class. The results discussed several policies recommended by the students ranging from allowing the devices for content and emergency to not using social media for off- task activities. The study suggested that inappropriate use of mobile technology in the classroom may be minimized if students participate in the development of policies, and instructors integrate the devices in class to promote engagement and interest among students. Recommendations for practice and future research are discussed.

Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment

“…smartphones and iPads, can be a useful learning tool to increase interaction during the lectures' time (Aldiab, Chowdhury, Kootsookos, Alam, & Allhibi, 2019;McClean & Crowe, 2017). However, the use of such technology needs an adoption of appropriate pedagogies (Emery, 2012;Santos & Bocheco, 2017). Furthermore, students need to have more opportunities to collaborate and react as active agents in the learning settings (Daniela, Visvizi, Gutiérrez-Braojos, & Lytras, 2018).…”

“…It is reported that BYOD could disrupt students' learning because students sometimes use their devices to perform non-content related activities. For example, they can read/send/replay text messages or browse the non-relevant websites (Santos & Bocheco, 2017). Another obstacle is that some students may not be able to bring a high-quality device to the classroom (Kay & Schellenberg, 2019).…”

“…In short, to increase students' interactions, instructors are recommended that there is a need to develop learning activities that rely on students' personal devices and that students should be encouraged to involve in these activities when needed (Santos & Bocheco, 2017). To do so, some educators have integrated BYOD with applications that make the students' interaction easy during classes i.e., the Nearpod (Nearpod is a web-based learning application that facilitates and controls interactivities during the learning experience settings.…”

Factors Affecting Information Security and the Implementation of Bring Your Own Device (BYOD) Programmes in the Kingdom of Saudi Arabia (KSA)

“…The literature review addressed many of the long-standing misgivings about BYOD adoption. However, as the KSA works towards accomplishing the objectives of the Saudi Vision 2030 Plan, which includes reaching the technical readiness outlined by the IMD, these reservations remain a major obstacle to BYOD adoption in the country [70][71][72]. According to most of the respondents of this present study, this was due to a lack of BYOD frameworks, regulations, and policies on the execution of administrative tasks and working on personal devices in the workplace.…”