BYOD in Educational Institutions Mobile Learning and their Impact on the Learning Procedure

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FACULTY OF SCIENCE

MASTER INFORMATION STUDIES

BUSINESS INFORMATION SYSTEMS

B Y O D

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E

D U C A T I O N A L

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N S T I T U T I O N S

-M O B I L E L E A R N I N G A N D T H E I R I -M P A C T O N T H E L E A R N I N G P R O C E D U R E

Marianna Petridou

5780632

July 9, 2015 1st_Supervisor Dr. André Nusselder UvA 2nd_Supervisor Professor dr. Tom van Engers UvA

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Abstract

This master thesis is entitled BYOD in Educational Institutions-Mobile Learning and their impact on learning procedure. An effort was made to find out whether those two trends have a positive or negative impact on students’ educational procedure. Certain steps were taken in order to reach to the final outcome. First of all, the topics were examined through a detailed literature review, where they were defined. Additionally they were approached both from a positive and negative scope. Based on the literature, a questionnaire was built and distributed to students who attend universities in the Netherlands, in Greece and in UK and belonging to various faculties from highly technical to absolute theoretical, so as to have a diversity in the sample. The outcomes of the survey were statistically and verbally analyzed in order to reach to the final outcome. Since the topic is considered rather new, the literature relevant to it is not quite vast and the existence of certain gaps is obvious, so some suggestions were made for future work.

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I

N T R O D U C T I O N

According to Selwyn (2007) educational technologists fully approve the use of computers in universities, because they will have a positive impact both on tuition and learning procedure. Draper & Brown et al (2004), as quoted by Selwyn (2007), claimed that both computers and Internet contribute to students’ quick learning, they are enabled to experience numerous educational opportunities and they are given the chance of communication, and coordinated effort. Selwyn (2007) states that this inclination towards computer-based education, that has been noticed the last 20 years, has major benefits for universities. He also mentions that universities have been using various digital learning environments. It is a way to detach from the traditional way of teaching and take a step into the new ways implied by the vast use of technology. Elton et al (1994) wisely stated that universities would have to go through such great changes regarding the technological aspects that the past experience will not be taken into consideration anymore.

Breen et al (2001) describe how universities have been dealing with that technology boom in order to keep up with it. Through the years university students are expected to use ICT on a constant increasing scale. Their study time is spent on software bundles, databases, unique reason applications and on the Internet.

Even though all university facilities are equipped with laboratories, where students are given the opportunity to use them for educational purposes, the past few years students tend to bring their own devices at university. Those devices are smartphones notebooks or tablets (Afreen, 2014).

1.B

R I N G

Y

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D

E V I C E

(BYOD)

“BYOD is a concept that allows employees to utilize their personally-owned technology, devices to stay connected to, access data from, or complete tasks for their organizations. At a minimum, BYOD programs allow users to access employer-provided services and/or data on their personal tablets/ e-Readers, smart phones, and other devices”. 1

Singh (2012) mentioned that BYOD is a very recent trend. It is also mentioned as BYOT, bring your own technology or BYOB, bring your own behavior because according to

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Bernnat et al, as quoted by Singh (2012), people do not just go to work and then leave as it used to be, but it is an ongoing action.

1.1 BYOD I N ED U C A T I O N A L IN S T I T U T I O N S

It has been more than a decade that students and professors have started bringing their own devices at universities in order to improve both the way of teaching and the learning procedure (Afreen, 2014).Educational institutions have been at the front line of the BYOD pattern for quite a long time and from numerous points of view give a guide to big business associations that are simply beginning to grasp flexibility of gadget decision for their staff.2 A survey conducted by Educause showed that 86% of university and college students own their personal notebook, which purely serves academic purposes. This survey also revealed that students in 2012 owned tablets (15%), smart phones (62%) and/or e-readers (12%). In comparison with the devices’ ownership from students the previous years, the numbers have radically increased.3

Afreen (2014) explains the procedure and the reasons BYOD in Educational institutions is encouraged. Access to educational institutions’ networks is provided to all students. Through this way students are enabled to find great variety of information related to the courses they attend. Through universities’ networks students gain access to e-libraries, e-books, scientific articles, forums and blogs which combination serves purely educational purposes. Students whose IQ is higher compared to other ones or are more interested in a particular course, can gain all the valuable knowledge needed within a small time period. There is another type of students who are not eager to participate during lectures for various reasons. They do not even express their questions. BYOD is beneficial for them as well because they are given the opportunity to email their questions to their professors even the moment the lecture is taking place.

BYOD is not a trend that is only related to students. Professors themselves share their knowledge during or after the lecture. They suggest several academic references to students, which will help them, gain concrete knowledge on the specific courses chosen.

2_{http://www.infosecuritymagazine.com/view/32549/education-institutions-atforefront-of-byod-/}

3_{www.educause.edu/library/resources/ecar-studyundergraduatestudents-and-information-technology-2012}

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1.2 MO B I L E L E A R N I N G

Mobile learning has various definitions. In the following table some of them are provided: Definitions Authors

“Any learning and teaching activity that is possible through mobile tools or in settings where mobile equipment is available”

Colazzo et.al 2003 as quoted by Guy R., 2010 (p.2)

“The point at which mobile computing and e-Learning intersect to produce an anytime, anywhere learning experience”

Harris, 2001 as quoted by Kambourakis et al., 2007 (p.2)

“A process of coming to know, by which learners in cooperation with their peers and teachers construct transiently stable interpretations of their world”

Sharples, 2005 (p.2)

“Any educational provision where the sole or dominant technologies are handheld or palmtop device”

Traxler, 2005 as quote by Guy R., 2010 (p.2)

“A form of education whose site of production,

circulation, and consumption is the network” Polsani, 2003 (p.1) “The point at which mobile computing and

eLearning intersect to produce an anytime, anywhere learning experience”

Harris as quoted by Kambourakis et al., 2004 (p.1)

Table 1: Mobile learning definitions

According to Watson et.al (as cited in Akour 2009), there is a variety of definitions because mobile learning is approached from several perspectives; From plain gadget level depictions to its being an augmentation of e-figuring out how to more refined definitions identifying with mobile learner inclinations and instructional method that backings an adaptable learning ideal model of anyplace/at whatever time, profoundly convenient that user-centered.

Mobility is the essence of BYOD so it closely related with mobile learning. Wedge et.al (as cited in Akour 2009), claimed that new mobile and wireless technologies have great impact both on universities and the learning procedures. Those technologies, used by students’ and professors’ personal devices, provide access to the lectures’ material. Through new technologies, learning is not limited to a specific place in a specific time. It is “anywhere/anytime”. The devices, except for the fact that enhance communication between professors and students, can possibly modify the idea of the classroom (Wentzel, 2005).

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1.3 ST U D E N T US E O F MO B I L E TE C H N O L O G Y I N A N D O U T O F T H E C L A S S R O O M

McNeill et.al (2011) conducted a study in order to find out the ways students use technology in their daily routine. They also wanted to find out whether the use of technology contributed in their learning procedure. The students who belong to the generation that uses the technology extensively, for educational purposes as well are referred as “Digital Natives” and “Net Generation”. These students have many differences compared to students who didn’t use technology, especially to that extent, as their professors claim. The study states the Net Generation have spent their lives encompassed by and utilizing PCs, videogames, computerized music players, feature cams, cells, and the various instruments of the digital age. Data suggests that this era of students favor getting data quickly, have a low patience for lectures, lean toward dynamic as opposed to aloof learning and depend vigorously on correspondence advancements to get to data. The article reminds to the readers that even though the tools used for learning have changed the learning process itself has not.

A study of Gedik et.al (2012), which deals with the design of mobile learning programs, showed that 90% of the world population has available access to mobile networks, so applying mobile technology as a part of a learning procedure can bid different favorable circumstances for teachers and learners. (International Telecommunication Union, 2010). One key reason for students to bring their own device is for note taking. Kim and Turner (2009) conducted a study about taking notes during a lecture in order to find out if mobile devices are capable of executing this activity efficiently activity. The people who took part in it were thirty-five computer science graduate students and human-computer interaction researchers.

The first part of the study was an online survey in which students had to define the way of taking notes during lectures. They were also asked to name all ways of note taking and their opinion about note-taking systems provided by their mobile devices. The second part of the survey observed the way students behaved during lectures and there was also a quiz for them. The third and last part of the survey was an analysis of the notes taken by a small number of students, on a Tablet PC for their classes.

The results of the study showed that even though the use of pen and paper eliminates the number of errors and it has been efficient for many years now in some cases note taking by using the personal devices may be better, especially if there are no hardware limitations, like screen size.

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Students nowadays tend to be highly technologically literate. In the study they mentioned that they always carry at least one USB and their smartphone. This study showed clearly that students are fond of using the latest technologies, and they prefer to use technologies that provide access, efficiency and connectedness.

1.4 TH E IN F L U E N C E O F MO B I L E TE C H N O L O G I E S O N S T U D E N T S’ A T T I T U D E A N D A C H I E V E M E N T

Mobile learning has great impact on students learning procedure. The following studies will illuminate parts of it. Rau, Gao and Wu (2008) conducted a study, which proved that motivation and pressure are two factors, which affect student learning. In order to find out what is the influence of individual communication technologies on motivating students learning, the levels of pressure and performance, they used as sample 176 high school students in Taiwan, who are claimed to be less motivated and confident due to the fact of numeral academic frustrations and bigger social pressures. In order to attract their interest more computer technologies are used in the classrooms with developing mobile communications related to education.

The purpose of the study was to examine the way mobile communication technology affects education. The main focus was on instant messaging. Two experiments were part of the study. The first one targeted in studying the way mobile communication devices affect student motivation, pressure, and performance when they are used to back up cooperation between student and lecturer. The second experiment inspected the derivatives of various combinations of mobile and Internet communication tools on the learning process.

When the classroom environment is firm, students are more motivated and when the classroom environment is learner-centered the levels of performance are higher according to the researchers.

According to the empirical data and findings of this study, the use of mobile devices lead to the creation of a bond between the lectures and the students without mobile communication technologies can help bond the instructor and students without enhancing the levels of pressure.

Hwang and Chang (2011) made a comparative study that proposed a developmental appraisal based way to deal with mobile learning. The members in their study were two classes of fifth grade students at a primary school in Tainin City. Pre and post-tests were created, and it was reasoned that the two gatherings did not vary fundamentally before taking

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in the subject unit. In the wake of taking an interest in the learning movement, the test gathering had critical enhancements in both their learning premium and their learning state of mind. Hwang and Chang's discoveries uncovered the likelihood that numerous computer-assisted learning systems with the utilization of portable advancements have the potential for upgrading the learning accomplishments of students.

1.5 BR I D G I N G MO B I L E LE A R N I N G TE C H N O L O G Y T O A D V A N C E T H E L E A R N I N G P R O C E D U R E

Menkhoff and Bengtsson (2012) conducted an appraising study on didactic experiences, using several mobile devices for educational purposes in an undergraduate course on Chinese Entrepreneurship and Asian Business Networks taught at a university in Singapore. By mixing the traditional methods of tuition with all these new technologies, impressive learning outcomes may be produced.

According to the study mentioned above, all research, which had been done in the past regarding technology in education, has focused in the classroom as a place of gaining knowledge. It was believed that personal devices enabled students to organize their studies and connect with each other out of the classroom. It has been proved that utilizing mobile devices for educational purposes engages students to use distinctive pathways to develop their own insight, and helps them to investigate and explore genuine physical situations. Albeit no new knowledge to the utilization of mobile technologies was given in this exploration study, it does propose that a teaching system, which puts an accentuation on mobile learning technologies in a mixed connection, unmistakably serves to advance student learning. Using these methodologies empower students to participate in important, synergistic learning.

Mobile personal devices make lectures exciting and contribute into empowering students. They are attracted to them because technology is closely related to daily communication, in which they are acquainted with and applies to their learning and awareness.

Rinehart (2012) made a study for his thesis to investigate the impacts on the whole learning procedure, from students using their own smartphones both in and outside of the classroom. This blending of quantitative and qualitative study was directed at a high-performing school in southern California. The study was intended to investigate the instructive capability of smartphone in classrooms. The students participating in the study were basically ninth graders enlisted in a secondary school biology class.

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This study was directed on the grounds that the most recent couple of years have been momentous development in the territory of smartphone use in the classroom, yet substantive examination is still new and needs data that gives teachers helpful answers. This study tries to add something important to the crevice in value of mobile learning in education research. The qualitative part of the study accumulated observational and engaging information on members utilizing visual and sound recordings amid the lessons. To test if the mobile phones had a huge effect in test scores, the quantitative segments utilized autonomous samples. As expressed before in this study, due to the late exceptional development in handheld advancements, not a great deal of research is accessible to figure out whether mobile technologies can enhance students' learning. Making sense of how to utilize these devices to enhance learning ought to be given thinking. This study shows that a lessening in enthusiasm by students was obvious as the study went on, yet asked for that future studies concentrate on different new things and methods to be used in the classroom to battle this. Rinehart reasoned that the study just touched the most superficial layer of what these advanced mobile phones can do. He reported that the students felt that advanced mobile phones contributed to their learning process, which was adequate to reason that these advances in technology ought to keep on being utilized to upgrade students' learning.

1.6 IS S U E S O F MO B I L E LE A R N I N G A N D BYOD

Except for the positive impact of mobile learning and BYOD there is certainly negative impact as well. Cobcroft et.al (2006) mention that the rise of use of technology has led to learner changes and institutional changes. Students belong to a new generation, which is quite acquainted with technology. Since they desire to be constantly connected, they have grown to be quite multitasking by possessing an information technology mindset. Students got quite easily adapted to the new educational methods. The challenges are great for the teaching stuff and the educational institutions themselves.

Universities (including teaching and administrative staff) do recognize and react to outer variables, (for example, rivalry, business patterns and government arrangement goals) and inner elements, (for example, students’ inclinations, staff abilities, and pedagogical methodologies). Additionally, the costs for technology provision and maintenance are getting higher.

Except for the rising costs, progress in technology, impacts the obtaining and proper management of information and abilities, and it is basic that universities comprehend and react to the students' and teachers’ changing desires and moving capacities. It is crucial that

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the proper mixes of grounds based encounters coordinated with mobile learning be resolved so as to encourage proficient and viable student- focused learning.

Bates and Pool (2003) suggest a model for the proper technological decisions for powerful learning and teaching in higher levels of education. Their criteria incorporate suitability and access, usability and dependability, expenses, teaching and learning methodologies, intuitiveness, authoritative issues, novelty and rate. Whatever the rundown of criteria utilized, an examination of whether the right technology has been chosen is seemingly a key part of a far reaching assessment of mobile learning.

In that piece of literature, it was proved that the negative impact is not on students but on educational institutions themselves. But since it can be faced, it cannot really be considered negative but mostly pricey and generally a procedure with high levels of essential adaptability.

2. R

E S E A R C H Q U E S T I O N

From the literature review above the following research question comes up: “What is the impact of BYOD and mobile learning to students’ education?” This question will be answered through the following sub questions:

1. What is the positive impact compared to the traditional methods of tuition? 2. What is the negative impact compared to the traditional educational methods? 3. What is the students’ opinion about BYOD and mobile learning?

When all these questions have been answered the purpose of this study, which is to find out the positive and negative impact of BYOD and mobile learning on current educational methods at universities, will have been completed.

3.M

E T H O D O L O G Y

In order to reply to all these questions, quantitative methods will be used. Those methods generate numerical data and statistic analysis in order to generate the outcomes of that data collection.4 The survey method will be questionnaires which will be randomly distribute to students of University of Amsterdam and Vrije University and various Greek and British universities in order to evaluate the trend of BYOD and mobile learning and gain a broader

4

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scope. Precisely, Likert type scale questionnaires will be used so as to add quantitative value to qualitative data. Likert scales questionnaires are built upon pre-decided choices such as strongly agree, agree, neutral, disagree, and strongly disagree.5 Furthermore, the Likert scales questionnaire is one of the most efficient ways to discover degrees of opinion especially in subject matters or difficult topics. By gathering a range of responses, it will be easier to identify areas for improvement and also gain insight on the topic examined.6

3.1 VA L I D I T Y

In order for this research to achieve internal validity, the results must reflect the purposes of this study, which is to evaluate the trend of BYOD and mobile learning and compare and contrast with the traditional teaching methods; the outcome must accurately answer the research question.7

Aiming also to external validity, the results gained from the sample must be able to be generalized and extend a bigger population. Based on this, the selection of the sample must be done very cautiously.8

In order to reassure the validity not only of the outcomes but the whole research, Maxwell (2012) suggests some steps, which will be taken into consideration. To start with, not only positive aspects of BYOD and mobile learning were mentioned in the literature review but negative aspects as well. By examining the negative facts as well, the evaluation of the whole topic is concrete and more valid. Triangulation is another important aspect, which should be taken into consideration. “Triangulation involves using multiple data sources in an investigation to produce understanding”.9 Specifically, the sample of this research will not be only from faculties where technology is an inseparable of the educational process but from faculties, which deal with theoretical studies as well. Triangulation doesn’t vanish invalidity, but still a greater diversity in the whole sample, will “reduce the risk of chance associations.” Finally, “rich data” will be used as well. By that, it is meant that the questionnaire will entail questions and through them an effort will be made to examine the topic not only from one point of view. More precisely, an attempt will be made to find out the positive and negative impact of the topics examined. Additionally, an effort will be made to find out students’ 5 http://www.businessdictionary.com/definition/Likert-scale.html 6_{https://nl.surveymonkey.com/mp/likert-scale/} 7 http://dissertation.laerd.com/internal-validity.php 8 http://dissertation.laerd.com/external-validity.php 9 http://www.qualres.org/HomeTria-3692.html

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personal point of view both on BYOD and mobile learning plus to examine their opinion and willingness of the new roles their professors may have to adopt. By using these methods, the final paper hopefully will be of greater credibility.

4. T

H E S U R V E Y

The survey was conducted via an online questionnaire, which was distributed to students via email and social media. It was available for two weeks so as to get a number of responses, which will lead to a valid outcome. Additionally in order to increase the validity of the research the selection of sample was made carefully (students from various universities and engaged in various fields of study) so as to enforce triangulation, which is a method of reassuring some level of validity, plus to be able to generalize the outcomes to a bigger population, which in this case would be the whole student community globally. The questionnaire involved questions which aimed to find out what kind of personal devices student own, the frequency of their use while being at their educational institution, their opinion about mobile learning, either positive or negative and a small part of examining the teachers’ new role after the “invasion” of technology. Examining the topic from both positive and negative aspects was another way to enhance validity because all opinions are taken into consideration and the data would be considered “rich”.

4.1 AN A L Y S I S

Sixty-three people, (twenty three males and forty females), with average age 26.43, belonging to 15 different universities and following 17 different fields participated in the survey. The aimed group of students was not only the ones whose field is related to technology, so the use of personal devices is essential, but also those who deal with more theoretical fields. Even though the respondents belonging to that fields were just 15 the percentages for bringing their personal devices at their institutions for purely educational reasons were impressive.

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This choice was made in order to prove that the use of personal devices and mobile learning has been spread even to that group of people for whom the trend of BYOD is not absolutely essential for the completion of their studies.

Regarding the whole sample, 98% of the respondents own a smartphone, 52% own a tablet and finally 69% have a notebook. The students were asked which of the mentioned devices bring with them to their educational institutions for purely educational purposes and 94% brings the smartphone, 30% the tablet and 48% the notebook.

BYOD at educational institutions

The main reasons they picked those specific devices are the facts that the device has the ability to connect at the Internet (do Internet searching, bookmark commonly used educational sites etc.), that the device has enough memory for applications like e-reader, word processor, dictionary application etc) and that device has a camera and microphone so students can take pictures, record videos and audio.

73.33% 53.33% 20.00% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Smartphone Tablet Notebook

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Reasons for picking personal devices for educational purposes

Almost 70% of the respondents bring their own devices at their educational institution on a daily basis. The main educational purposes for using the various devices are studying, writing, finding study material, studying suggested reading material (by teachers), collaborating with fellow students on various projects and taking notes.

Purposes of using personal devices at an educational institution

57.14% of the respondents believe that mobile learning contributes more efficiently in gaining knowledge compared to traditional methods of tuition. Almost half of the respondents consider the statement that mobile learning will gradually substitute traditional teaching methods quite possible. A respectable number of them do not have a formed opinion yet and there are only a few who disagree with that.

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Even though from the above findings it is quite obvious that students have grown quite fond of mobile learning, almost 60% of the students replied that they find it easier to study via books or printed notes, rather than digital books and notes. In the question if mobile learning leads to higher-level thinking for in depth learning only 16 students were positive. Most of them were either neutral or negative. Proceeding on with the questions, 51% of them disagree with the idea that students learn more by interacting via mobile devices rather than interacting in the classroom and only 6.3% support it.

The following section of the questionnaire dealt with the professors’ new attitude towards mobile learning from students’ perspective. 84.12% of the students agreed that teachers have to help students to evaluate and synthesize many diverse opinions about a particular learning concept. Additionally, almost the same percentage of them believes that professors will empower students to be more responsible for their own learning. Furthermore 85% of them support the idea that teachers can learn from students about the many educational applications that help students become better learners. 85% of the respondents claimed that teachers have to move from fact delivers to in-depth understanding. Only 42% of the

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students believe that teachers will completely move from students’ text reports to media reports to demonstrate the students’ higher-level learning. The rest are either neutral or negative.

Professors’ new attitude towards mobile learning from students’ perspective

The last part of the questionnaire had to do with the potential negative aspects of the term “BYOD”. Students were asked if a mobile device could be a mean of distraction while attending a lecture and 55 out of 63 agreed with that. Even though 52% of the participants believe that mobile learning and the trend of BYOD are considered pricey, 62% of them in financial terms, they can bare the cost of owning and maintaining mobile devices for educational purposes. Only 15% of the students asked cannot bare the cost but the still own at least on personal device. The last question, which was unfortunately answered only by 13 students, was to mention the reason why they do not bring their own device at their educational institutions and the responses were the following:

• “Because I want to use university database or software subscriptions”

• “Don’t feel like carrying heavy equipment” (5 people gave the same answer) • “ It is broken”

• “I rather prefer keeping notes by myself” (4 people had the same opinion) • “ I forgot it”

• “I use it at home instead, want to focus on the actual interaction with people when being at University”

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5. D

I S C U S S I O N

In the literature review, an article of Afreen (2014), it was mentioned that it has been more than a decade that students have started bringing their personal devices at their educational institutions for educational purposes. This was proved in the survey as well, since the second question (Which of the following mobile devices do you take while being at your educational institution for purely educational purposes?) gave the percentage of 94 for smartphones, 30 for tablets and 48 for notebooks. In this same article the reasons of BYOD were mentioned as well and are the following; through educational institutions’ networks is provided to all students. Through this way students are enabled to find great variety of information related to the courses they attend. Additionally it was mentioned that professors themselves share their knowledge during or after the lecture. They suggest several academic references to students, which will help them, gain concrete knowledge on the specific courses chosen. This information mentioned is also proved by the students’ answers to the question “For what educational purposes do you use your own devices?” They use it for studying, writing, finding study material, studying suggested reading material (by teachers), collaborating with fellow students on various projects and taking notes. These outcomes, especially the one about note taking is also proved in the literature review, in Kim’s and Turner’s (2009) study about taking notes during a lecture, in order to find out if mobile devices are capable of executing this activity efficiently. The results of the study showed that even though the use of pen and paper eliminates the number of errors and it has been efficient for many years now in some cases note taking by using the personal devices may be better, especially if there are no hardware limitations, like screen size.

57.14% of the respondents believe that mobile learning contributes more efficiently in gaining knowledge compared to traditional methods of tuition and almost half of the respondents consider the statement that mobile learning will gradually substitute traditional teaching methods quite possible. These findings keep up with the theories of Wetzel et.al, 2005 who claim that through new technologies, learning is not limited to a specific place in a specific time. It is “anywhere/anytime”, so students gain knowledge easier and more efficiently and the devices can possibly modify the idea of the classroom.

Even though up to this point students have showed a very positive inclination towards technology, almost 60% of the students replied that they find it easier to study via books or printed notes, rather than digital books and notes. Furthermore in the question if mobile learning leads to higher-level thinking for in depth learning only 16 students were positive.

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Most of them were neutral and a few of them negative. Additionally, 51% of them disagree with the idea that students learn more by interacting via mobile devices rather than interacting in the classroom something that is proved also by the study of Menkhoff and Bengston (2012) mentioned in the literature review, and claiming that that personal devices enabled students to organize their studies and connect with each other out of the classroom. The study of Menkhoff and Bengston (2012) proposes also that a teaching system, which puts an accentuation on mobile learning technologies in a mixed connection, serves to advance student learning. My thought was that except for the students, the professors are those who play the major role in the teaching system. So students were asked their opinion about the potential, suggested new roles of their professors and the finding showed that they have a positive opinion about teachers’ new tactics, which are appropriate for the extended use of technology and reinforcement of mobile learning. The question which is raised after that is whether the lectures themselves are willing to adjust to the new “demands” because as it was mentioned in the literature review by Cobcroft et.al (2006) the challenges are great for teaching stuff and inner elements like students’ inclinations, staff abilities, and pedagogical methodologies should be seriously taken into consideration.

The final part of the survey dealt with the potential negative issues of the BYOD. One of that is cost. Even though 52% of the participants believe that mobile learning and the trend of BYOD are considered pricey, 62% of them in financial terms, are able to bare the cost of owning and maintaining mobile devices for educational purposes. So it is obvious that cost cannot be considered a negative impact.

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The graph above, which is based on the students’ answer to the question if a mobile device can be a mean of distraction while attending a lecture it is more that obvious that almost all of the 63 respondents agree with that statement. Fang (2009) enlightens this certain problem and gives some possible solutions. He claims that the way of technology combination in teaching is lined with disturbances on one side and opportunities on the other. Special groups work to bring valuable technology into educating, all with great goals, just to experience undesirable reactions, for example, diversion and disturbance in the classroom. The difficulties pose a potential threat in classrooms with wireless, particularly when universities give students omnipresent access to the Internet and in some cases lectures are taking place in laboratories, so the university provides the devices themselves. More specific, smart phones my ring in the classroom, students may be multitasking or even attempt cheating. Students use their smartphones to take pictures or record the lecture and these may raise some privacy issues. Laptops and tablets are means of distraction as well. First of all students may have forgotten to turn off the volume, so the sounds interrupt the flow of the lecture. Additionally students tend to use several social media during the lecture so the devices literally become an obstacle between students and professors.

Technology enabled distraction is a fact that cannot be ignored by the educational institutions. In so faculties they have banned the use of notebooks or have turned the wireless connection off when it is not needed but certainly these are not the proper solutions.

Trying to ban use of mobile devices raise doubts in many places. There was a speech at the mobile learning summit ConnectEd hosted by Abilene Christian University in February 2009, Jason Ediger, Director of iTunes U and Mobile Learning of Apple, made a simile; classrooms look like airplanes, where the use of technology is limited or is not allowed at all. He mentioned that all students are used to technology so it is hard for them to turn everything off and just sit tight. It is worth mentioning Harvard professor Eric Mazur’s message. Mazur himself used student response devices to promote peer instruction in the classroom and he stated that“ smart devices do not cause more distraction than windows through which students look at birds and flowers, yet you don't seal the windows just because of that."

A possible solution to the problem of distraction is suggested by Yrjö Engeström et.al (1999) who use an "extended activity theory" framework as an analysis scheme for tool-mediated social activities. In this framework, the unit of analysis is not a particular tool but the entire "activity" involving the tool, subject, object, outcome, rule, community, and division of labor, as shown in the figure below.

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Engeström's Extended Activity Theory

It is obvious in the figure that there are many points of attack to improve a tool-mediated activity. In the instance of classroom teaching with mobile devices, a focus on tools has been one of the main restrictive ways to seek. Professors should look at other aspects in the model. For example, the rules that should be followed during a lecture to consort pertinent use, community efforts to deliberate advantageous uses of technology, divisions of labor among faculty and technology staff, brand new tuition methods to raise students’ engagement (subject), and alteration of course materials to better deliver knowledge for “digital natives” (object). With the suggestion of this model, Engeström is in favor of the use of mobile devices in the classroom. Those methods will contribute to a better learning procedure and any distraction will be kept to a minimum level.

5.1 TH E AN S W E R T O T H E R E S E A R C H Q U E S T I O N

The purpose of the survey, in combination with the literature review, was to determine the impact of BYOD and mobile learning to students’ education. So via the questionnaire, which was based on the literature review, an attempt was made to find out the positive and negative impact of BYOD and mobile learning, and the students’ opinion about them. Those three aspects were also the sub-questions of the thesis, which made it easier to answer the research question.

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In the questionnaire, there was a section entitled mobile versus traditional learning. It was a choice of questions so as to find out students’ opinion about mobile learning and whether it has a positive impact on them or not. The first question of this section was whether mobile learning contributes more efficiently in gaining knowledge compared to traditional methods of tuition and more than half of the sample agreed with that statement. The second question was if mobile learning will gradually substitute traditional teaching methods and again more than half of the sample was positive. Continuing with the questions almost 60% of the students replied that they find it easier to study via books or printed notes, rather than digital books and notes. Furthermore in the question if mobile learning leads to higher-level thinking for in depth learning, only 16 students were positive, 27 had a neutral opinion and the rest of the sample was negative. Finally, 51% of them disagree with the idea that students learn more by interacting via mobile devices rather than interacting in the classroom but the rest 49% of the sample was either positive or neutral. In my opinion, this does not prove students’ negativity. I believe, that there are still skeptical about some aspects of mobile learning and that is the reason the replies were mostly neutral. The only fact definite is their preference for studying via books or printed notes and not via digital screens.

The potential negative aspects that had to be examined according to the literature were cost and the distraction caused by personal devices during lectures. The cost was proved not to be a negative aspect since 62% of the students are able to buy and maintain the devices. Distraction though was proved to be a negative aspect since 39 of the students agreed with the statement.

Even though distraction is a negative issue, it can be confronted efficiently and lead to positive outcomes as Engeström suggested. The findings in whole prove that the trend of BYOD and mobile learning have mostly a positive impact on students’ learning procedure. It cannot be claimed that there is 100% positive but students had a positive opinion in the majority of questions and it was clearly showed that they are also ready to accept the potential new roles of their professors, which will enhance mobile learning. Specifically, 84.12% of the students agreed that teachers have to help students to evaluate and synthesize many diverse opinions about a particular learning concept something that can be completed via mobile learning. Almost the same percentage of them believes that professors will empower students to be more responsible for their own learning. 85% of the respondents claimed that teachers have to move from fact delivers to in-depth understanding with the help of technology. It is obvious both from the literature review and the survey that the progression of technology and mobile devices has already altered and is going to alter more,

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both the learning procedure and the teaching methods. Ahmed (2012) mentions in one of his articles that students depend on technology and that a great majority of students are “inventing ways to use these devices to learn what they want to learn and how they want to learn”.

In each part of the literature review, no notice was made of students’ failure to successfully use the touch screen portable devices at any of the evaluation levels in their studies. Just about everybody in the educational field nowadays will let you know that technology is a capable instrument and most areas are attempting to make sense of approaches to consolidate new and ingenious technologies into their locale and classrooms to enhance students’ learning.

Each of the studies in the literature review, demonstrated a positive impact in enlisting students, expanding their inspiration to learn and enhancing substance realizing when students had the capacity use mobile devices or touch screen versatile technologies.

6. F

U T U R E R E S E A R C H A N D C O N C L U S I O N

BYOD and mobile learning have grown quite popular in the field of education and the research that has been done so far proves that they will keep expanding. Regarding the research field, even though great progress has been made, there are still some factors, which influence the use of mobile technology and they need to be explored. Specifically, numerous devices are accessible to and claimed by students, which can entangle issues, for example, the configuration of preparing and procurement of backing. Albeit numerous students own mobile devices for educational purposes, possession is not widespread. A research should be made in order to find out particular students’ demographics that may identify with possession patterns. It is likewise essential to figure out which devices are most useful for academic use; certain devices bear the cost of new open doors for adapting, yet their use does not ensure that viable learning will happen. Research also should be made in order to find out ways to enforce the digital skills of students, so as to be able to use the devices for educational reasons in the most effective way. So technical training and skill development is a great area of future research not only with regard to students but to the professors as well. At long last, the use of technology is further affected by the methodology of courses in

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which it is utilized. Comprehending students' mobile practices all the more profoundly can guide informed tutors' advancement later on.10

Except for the future research that should be made in order to improve the field of mobile learning certain measure should be taken in order for the mobile devices to be used in the best possible way so as to have only positive contribution to students’ learning procedure certain measures should be taken.

As suggested by Ackerman and Krupp (2012) the features that should be taken into consideration are the following; first of all it is the security issue. It concerns students, professors, the educational institutions themselves and their databases, which are full of sensitive data. The department of technology should find ways to examine and implement technics, which will ensure maximum security to all kinds of data related to education. For example, setting up a network strictly used by the students of certain faculties is an efficient way of keeping the data secure without conciliating access to professors and administrators. Another topic that should be taken into consideration is the partnership with stakeholders. The integration of technology into education has completely changed the way knowledge is delivered to students. “No longer will education be defined by student/teacher, but rather a

collaborative and cooperative effort by all. The classroom school day will no longer be seven to two, but rather 24/7/365.” Stakeholders purchase in, empowers perception of how

BYOD and mobile learning will change the current model of education, where learning will be persistent, and the educational institutions won't be the sole proprietors of information provision.

Another aspect that should be taken seriously into consideration, are the certain protocols that students will have to follow. The trend of BYOD is considered rather new so there are still no suggested protocols just pilot ones. So students have to be motivated to use them properly and in a way that will benefit mostly their educational process. It was mentioned above that destruction is a major issue but there are plenty of ways to avoid it. Professional development is another component that needs to be examined. The classroom is not teacher-centered anymore but student-teacher-centered. Students have access to all kind of information so the questions that will pose to their professors will be of high level. Those questions will empower, critical thinking, scrutiny, cooperation among students and professors and many more. So giving professional development to all tutors won't just boost their teaching accomplishments, however may give a more prominent expansiveness of information in a

10

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rich, technology based environment where knowledge is delivered to students. Finally, it was mentioned that BYOD is considered pricey but students bare the cost of gaining and maintaining their devices. But the new educational era promotes mobile learning since the use of personal devices keeps rising. This means that educational institutions should keep up with the latest technologies that will make mobile learning more efficient and the provision of new information to students will be of high level. Those technologies are expensive, so certain financial plans should be made in order to collect the funds needed to cover all the expenses related to technology.

Both from the literature review and the finding of the survey, it is obvious that technology is progressing in a very quick pace. Students nowadays are perfectly capable of using any sort of technology and devices are an inseparable part of their everyday life. Educational institutions along with the professors have already started an effort to join these technologies and networking in the classroom to enhance students’ learning process. Due to the fast development of technology, the fields of research made are quite limited and they date back to just a very few years ago. What will definitely remain the same is the students’ boundless use of technology not only out but in their educational institutions as well.

The new generation of students has made mobile devices and inseparable part of their life so these technologies ought to be explored for classroom utilization in order to improve the learning procedure at whatever point conceivable.

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6.R

E F E R E N C E L I S T

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http://www.whitehouse.gov/digitalgov/bring-your-own-device

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37. (n.d). Retrieved March 20, 2015, from

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1. Questionnaire

Educational Institution Faculty

Age

Gender Male Female

1. Which of the following mobile devices do you own? Smartphone

Tablet Notebook

2. Which of the following mobile devices do you take while being at your educational institution (for educational purposes only)?

Smartphone Tablet Notebook

3. What are the reasons you picked those specific devices?

# Strongly

disagree Disagree Neutral Agree

Strongly agree

a Device has the ability to connect at the internet (do internet searching, bookmark commonly used educational sites etc.)

¢ ¢ ¢ ¢ ¢

b Device should have enough memory for applications like e-reader, word processor, dictionary application etc.)

¢ ¢ ¢ ¢ ¢

c Device should have a camera and microphone so students can take pictures, record videos and audio)

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perspectives of others and learn from others outside classroom

¢ ¢ ¢ ¢ ¢

e Students need access to their social media sites

so as to distribute surveys ¢ ¢ ¢ ¢

¢

4. What is the frequency of bringing your own device at the educational institution you attend?

On a daily basis 2-3 times per week Once a week

5. For what educational purposes do you use your own devices?

# Strongly

a Studying _¢ _¢ _¢ _¢ ¢

b Writing papers _¢ _¢ _¢ _¢ ¢

c Finding study material _¢ _¢ _¢ _¢ ¢

d Studying suggested reading material (by

teachers) ¢ ¢ ¢ ¢

¢ e Collaborating with fellow students on various

projects ¢ ¢ ¢ ¢

¢

f Taking notes _¢ _¢ _¢ _¢ ¢

6. Mobile learning contributes more efficiently in gaining knowledge compared to traditional methods of tuition.

Strongly disagree Disagree Neutral Agree Strongly agree

¢ ¢ ¢ ¢ ¢

7. Mobile learning will gradually substitute traditional teaching methods.

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¢ ¢ ¢ ¢ ¢

9. Mobile learning leads to higher-level thinking for in depth learning.

¢ ¢ ¢ ¢ ¢

10. Students learn more by interacting via mobile devices rather than interacting in the classroom.

¢ ¢ ¢ ¢ ¢

11. Teachers can efficiently monitor students’ learning by providing new learning strategies (Digital Learning Environment)

¢ ¢ ¢ ¢ ¢

12. Since mobile learning is so popular teachers need to switch from the traditional ways of teaching and have new roles as well. How much do you agree with the following statements?

# Strongly

a Teachers have to help students to evaluate and synthesize many diverse opinions about a particular learning concept

¢ ¢ ¢ ¢ ¢

b Teachers will empower students to be more

responsible for their own learning ¢ ¢ ¢ ¢

¢ c Teachers can learn from students about the

many educational applications that help students become better learners

¢ ¢ ¢ ¢ ¢

d Teachers have to move from fact delivers to

in-depth understanding ¢ ¢ ¢ ¢ ¢

e Teachers will completely move from students text reports to media reports to demonstrate the students’ higher level learning

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¢ ¢ ¢ ¢ ¢

14. Mobile learning and the trend of BYOD are considered pricey.

¢ ¢ ¢ ¢ ¢

15. In financial terms, can you bare the cost of owning and maintaining mobile devices for educational purposes?

¢ ¢ ¢ ¢ ¢

16. In case you don’t bring your own device at the educational institution you attend, mention the reasons why.

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I have read, understood, the above consent form and desire of my own free will to participate in this study.

# Answer Response %

1 Yes 63 100%

2 No 0 0%

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Text Response UvA UvA Vrije University UvA VU university University of Amsterdam VU Aegean University MBA UvA University of Amsterdam UVA Manchester University University of Amsterdam University of Amsterdam UvA

Aristotle University of Thessaloniki Aristotelion University

UvA UvA

american college of Greece University of Amsterdam UvA

College of Athens

technological institution of Athens University of Amsterdam

Ntua

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Keele University University of Amsterdam UvA NTUA Greece Institute of technology University of Athens Uva uva

Aristotle University of Thessaloniki UvA Cardiff University UvA University of Amsterdam UvA University of Amsterdam Vrije Universiteit Amsterdam uva

UNIVERSITY OF ATHENS Manchester business school

athens university of economics and business UVA Utrecht University Hva University of Amsterdam University of Amsterdam University of Aegean University of Ioannina NTUA

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UvA

Technological Educational Institute of Athens (TEI) VU

Vrije Universiteit Amsterdam Aegean University

Statistic Value

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Text Response

Information Studies Science

Earth and Life Sciences Business Information Studies

FEWEB (Faculty of Economics and Bussiness administration) Science

Economics and Management Business Administration SOCIAL POLICY BIS Science UVA Computer science Business

Economics and Business Economics

Mathematics

ancient greek literature Faculty of Law Law business management Law Law Communications physiotherapy Business architecture Medicine

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Business Administration Law

Business

Electrical and Computer Engineering National Technical University of Athens Informatics

feb IS

English Language and Literature Business study Business School FNWI FNWI Game Studies Information Studies Of Science information siences DEPRTMENT OF EDUCATION International business and management Accounting economy Biology Science Faculty of Science FNWI Business Administration Greek Literature Civil Engineering

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Science

Management and economics Science Sciences Marine Sciences Statistic Value Total Responses 63 Age

# Answer Min Value Max Value Average _Value _DeviationStandard Responses

1 Age 18.00 49.00 26.43 5.40 63 Gender # Answer Response % 1 Male 23 37% 2 Female 40 63% Total 63 100%

1. Which of the following mobile devices do you own?

# Answer Response % 1 Smartphone 61 98% 2 Tablet 32 52% 3 Notebook 43 69% Statistic Value Min Value 1 Max Value 3 Total Responses 62

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# Answer Response % 1 Smartphone 59 94% 2 Tablet 19 30% 3 Notebook 30 48% Statistic Value Min Value 1 Max Value 3 Total Responses 63

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# Question Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Total Responses Mean 1 Device has the ability to connect at the internet (do internet searching, bookmark commonly used educational sites etc.) 1 1 0 22 39 63 4.54 2 Device should have enough memory for applications like e-reader, word processor, dictionary application etc.) 0 4 11 20 28 63 4.14 3 Device should have a camera and microphone so students can take pictures, record videos and 6 6 17 16 18 63 3.54

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4 Texting on the device is essential so as to seek perspectives of others and learn from others outside classroom 4 12 13 18 16 63 3.48 5 Students need access to their social media sites so as to distribute surveys 6 7 20 19 11 63 3.35

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Statistic connect at the internet (do internet searching, bookmark commonly used educational sites etc.) have enough memory for applications like e-reader, word processor, dictionary application etc.) Device should have a camera and microphone so students can take pictures, record videos and audio) device is essential so as to seek perspectives of others and learn from others outside classroom Students need access to their social media sites so as to distribute surveys Min Value 1 2 1 1 1 Max Value 5 5 5 5 5 Mean 4.54 4.14 3.54 3.48 3.35 Variance 0.54 0.87 1.61 1.54 1.39 Standard Deviation 0.74 0.93 1.27 1.24 1.18 Total Responses 63 63 63 63 63

4. What is the frequency of bringing your own device at the educational institution you attend?

# Answer Response %

1 On a daily basis 44 69.84%

2 2-3 times per

week 13 20.63%

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# Question Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Total Responses Mean 1 Studying 3 4 9 17 30 63 4.06 2 Writing papers 6 4 9 13 31 63 3.94 3 Finding study material 4 1 3 18 37 63 4.32 4 Studying suggested reading material (by teachers) 3 5 7 21 27 63 4.02 5 Collaborating with fellow students on various projects 2 3 5 21 32 63 4.24 6 Taking notes 10 10 8 21 14 63 3.30

Statistic Studying Writing _papers

Finding study material Studying suggested reading material (by teachers) Collaborating with fellow students on various projects Taking notes Min Value 1 1 1 1 1 1 Max Value 5 5 5 5 5 5 Mean 4.06 3.94 4.32 4.02 4.24 3.30 Variance 1.32 1.77 1.19 1.31 1.02 1.96 Standard Deviation 1.15 1.33 1.09 1.14 1.01 1.40 Total Responses 63 63 63 63 63 63

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# Question Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Total Responses Mean 1 Mobile learning contributes more efficiently in gaining knowledge compared to traditional methods of tuition. 2 9 16 26 10 63 3.52 Statistic

Mobile learning contributes more efficiently in gaining knowledge compared to traditional

methods of tuition. Min Value 1 Max Value 5 Mean 3.52 Variance 1.06 Standard Deviation 1.03 Total Responses 63

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# Question Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Total Responses Mean 1 Mobile learning will gradually substitute traditional teaching methods. 4 10 18 27 4 63 3.27

Statistic Mobile learning will gradually substitute traditional _{teaching methods.}

Min Value 1 Max Value 5 Mean 3.27 Variance 1.04 Standard Deviation 1.02 Total Responses 63

BYOD in Educational Institutions Mobile Learning and their Impact on the Learning Procedure

FACULTY OF SCIENCE

MASTER INFORMATION STUDIES

BUSINESS INFORMATION SYSTEMS

B Y O D

E

I

Marianna Petridou

5780632

Table of Contents

Abstract

I

1.B

Y

O

D

(BYOD)

2.

R

3.M

4.

T

5.

D

6.

F

6.R