Bring your own device for studying in schools of higher learning
Kiprotich, Kevin (2017)
2017
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202403063913
https://urn.fi/URN:NBN:fi:amk-202403063913
Tiivistelmä
The purpose of the thesis was to explore how bring your own devices (BYOD) is utilized in a school of higher learning, and uncovering the benefits and challenges faced by students, teachers and IT support while using their own devices. This thesis was commissioned by Oulu University of Applied Sciences.
To accomplish this task, a theoretical background was drafted and a research was conducted. The theoretical background focused on the BYOD environment, benefits and challenges of BYOD in schools and drivers of BYOD in Europe. Thereafter the research was done and empirical data was collected through interviews and a survey. The teachers and the Chief information officer (CIO) were interviewed while the students were sent a survey using an online survey tool called Webropol.
The results indicated that most students have a good experience with their own device for studying. The quantitative results showed that 45% liked, 27.5% strongly liked and 22.5% were indifferent. The dislikes were negligible. On the other hand, qualitative results suggested that they had concerns about laptop specifications especially for programming courses, price and health & safety issues. The most commonly owned and used devices were; laptops, smartphones and desktops. These devices were used for cloud storage, collaborative work, assignments, taking notes and social media. It was also clear that most students do not need the assistance of IT department for troubleshooting their devices.
Both teachers and students agreed that BYOD had enhanced their learning and productivity in school and at home. The teachers’ issues in class with BYOD were; compatibility problems, taking class time to solve technical problems on students’ laptops and student software licensing. The IT department is aware of security problems that they encounter and they have measures to mitigate this.
To accomplish this task, a theoretical background was drafted and a research was conducted. The theoretical background focused on the BYOD environment, benefits and challenges of BYOD in schools and drivers of BYOD in Europe. Thereafter the research was done and empirical data was collected through interviews and a survey. The teachers and the Chief information officer (CIO) were interviewed while the students were sent a survey using an online survey tool called Webropol.
The results indicated that most students have a good experience with their own device for studying. The quantitative results showed that 45% liked, 27.5% strongly liked and 22.5% were indifferent. The dislikes were negligible. On the other hand, qualitative results suggested that they had concerns about laptop specifications especially for programming courses, price and health & safety issues. The most commonly owned and used devices were; laptops, smartphones and desktops. These devices were used for cloud storage, collaborative work, assignments, taking notes and social media. It was also clear that most students do not need the assistance of IT department for troubleshooting their devices.
Both teachers and students agreed that BYOD had enhanced their learning and productivity in school and at home. The teachers’ issues in class with BYOD were; compatibility problems, taking class time to solve technical problems on students’ laptops and student software licensing. The IT department is aware of security problems that they encounter and they have measures to mitigate this.