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

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Abstract

This study explored student and instructor perceptions of personal mobile device usage and policies for appropriate practices in the classroom at a Brazilian higher education institution. The study also explored significant differences in perceptions, and relationships between perceptions and demographic data. A total of 176 undergraduates and 13 instructors completed a survey. Descriptive statistics, t-tests, and correlations were performed. A thematic approach was used to analyse the open questions from the survey. Results suggested students’ occasional use of WhatsApp or similar applications to engage in content and non-content activities, and a tendency for occasional use of a few other applications for content, despite the strict policies adopted by many of the instructors, and student awareness of disruptions. Participants’ perceptions significantly differed regarding a number of policy statements and device usage. Significant correlations were found between student age, usage, and some of the policy statements. The study suggests ongoing discussions between instructors and students, and among students themselves to develop acceptable BYOD policies for the classroom to help minimize distractions and promote effective learning.

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Authors and Affiliations

  1. Emirates College for Advanced Education, P.O. Box 126662, Abu Dhabi, United Arab Emirates

    Ieda M. Santos

  2. Federal Institute Catarinense Campus Rio do Sul, Abraham Lincoln Street, 210, Jardim América, Rio do Sul, SC, CEP:89160 – 202, Brazil

    Otávio Bocheco

  3. Cognitive Neuroimaging Unit, Emirates College for Advanced Education, P.O. Box 126662, Abu Dhabi, United Arab Emirates

    Claudine Habak

Authors
  1. Ieda M. Santos
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  2. Otávio Bocheco
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  3. Claudine Habak
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Correspondence to Ieda M. Santos.

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Santos, I.M., Bocheco, O. & Habak, C. A survey of student and instructor perceptions of personal mobile technology usage and policies for the classroom. Educ Inf Technol 23, 617–632 (2018). https://doi.org/10.1007/s10639-017-9625-y

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  • DOI: https://doi.org/10.1007/s10639-017-9625-y

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