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Blurring Time And Place In Higher Education With Bring Your Own Device Applications: A Literature Review
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEEL)ORCID-id: 0000-0003-0020-4137
2017 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 6, s. 3081-3119Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009–2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students. 

sted, utgiver, år, opplag, sider
Springer, 2017. Vol. 22, nr 6, s. 3081-3119
Emneord [en]
Bring Your Own Device, BYOD, higher education, mobile learning, place, review, time
HSV kategori
Identifikatorer
URN: urn:nbn:se:miun:diva-29849DOI: 10.1007/s10639-017-9576-3ISI: 000416853900023Scopus ID: 2-s2.0-85010716494OAI: oai:DiVA.org:miun-29849DiVA, id: diva2:1064272
Merknad

First Online: 24 January 2017

Tilgjengelig fra: 2017-01-12 Laget: 2017-01-12 Sist oppdatert: 2023-09-11bibliografisk kontrollert
Inngår i avhandling
1. Exploring digital technologies in higher educational settings: Enabling a community of inquiry
Åpne denne publikasjonen i ny fane eller vindu >>Exploring digital technologies in higher educational settings: Enabling a community of inquiry
2023 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Designing an educational experience that fosters higher-order thinking and learning is a significant challenge in a campus setting, and more so in an online setting. The constantly changing nature of educational technology adds even more complexity to the situation and educational research struggles to provide relevant recommendations and best practices. Therefore, this thesis provides theoretical, methodological, and practical contributions to the research community in five areas : (1) The addition of emotional presence to the Community of Inquiry (CoI) framework holds the potential to enrich social presence. A teacher seeking to enhance their educational design can benefit from a deliberate focus on emotional aspects. This extension offers researchers fresh perspectives and advances understanding in this area. However, there are valid arguments against expanding the framework, as it may introduce unnecessary complexity. (2) Digital technologies play a crucial role in designing effective online educational settings to accommodate the various presences within the CoI. A review of bring-your-own-device (BYOD) applications in higher education identified several tools that can support individual CoI presences. However, while technological advancements have addressed numerous issues, challenges persist. (3) The CoI framework is rooted in principles of active learning, which are vital for fostering social presence and cognitive presence in online settings. Evaluating the implementation of active learning classrooms (ALC) revealed intriguing connections between campus- based and online teaching. However, assessing student activity in online environments can be challenging. Visualizations of Google Docs revision history prove valuable for diagnosing collaborative patterns and identifying low collaboration and interaction between group participants, which otherwise could hinder higher-order thinking and critical discourse. (4) The rapid growth of online educational settings in higher education has generated an abundance of student data for learning analytics. Unfortunately, ethical considerations have not received adequate attention. Key ethical areas in learning analytics are discussed. (5) The methodological contribution lies in the design that utilizes a pragmatist worldview as the guiding philosophy of science for a mixed methods approach, coupled with a pragmatism philosophy of education, that in turn, guides the theoretical and educational stances.

These results have implications for higher education teachers striving to develop their educational practice.

sted, utgiver, år, opplag, sider
Sundsvall: Mid Sweden University, 2023. s. 138
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 393
Emneord
Community of Inquiry, Digital Technology, Educational Design, Emotional Presence, Higher Education, Learning Analytics, Pragmatism
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-49193 (URN)978-91-89786-25-7 (ISBN)
Disputas
2023-10-16, Fälldinsalen (N109), Holmgatan 10, 85170, Sundsvall, 13:15 (svensk)
Opponent
Veileder
Merknad

Vid tidpunkten för framläggandet av avhandlingen var följande delarbeten opublicerade: delarbete III manuskript.

At the time of the PhD defence the following papers were unpublished: paper III manuscript.

Tilgjengelig fra: 2023-09-13 Laget: 2023-08-29 Sist oppdatert: 2023-09-13bibliografisk kontrollert

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