STUDENTS' PERCEPTIONS OF USING BRING YOUR OWN DEVICE (BYOD) STRATEGY AS NEW NORMAL IN HIGHER EDUCATION

Abstract

BYOD includes learning with the aid of mobile devices such as smartphones, tablets/iPad and laptops. BYOD strategy in teaching and learning is highly recognized nowadays, especially since face-to-face attendance was disrupted, due to the COVID-19 pandemic. The new normal globally was learning, teaching and assessment online. Students' use of their own mobile devices was explored in many institutions of learning. Higher education institutions were the one mostly benefitted from online teaching and learning. Transition to remote learning allows students to study in their own space and time is currently increasing. This paper reports on students' perception of using the BYOD strategy for learning in a higher education institution. Participants were the 80 students registered for Agriculture Mechanisation1 and Agriculture Extension1 at the University of Technology in South Africa. The question posed in this study is: How did students perceive the use of BYOD strategy in higher education? To respond to this question, a qualitative case study was used. Semi-structured interviews and an open-ended questionnaire was employed to collect data. Data were analyzed through Atlas ti. It was found that most of the students indicated that they had fun using mobile devices for learning because they were familiar with their devices. It was also found that students felt comfortable when using their mobile device for learning and it was easy to use. However, the findings also revealed that few of the students experience challenges, but it improves with time. Therefore, higher education institutions must provide training to both students and academics on the utilization of BYOD strategy in learning, teaching and assessment.

Full text

STUDENTS’ PERCEPTIONS OF USING BRING YOUR OWN DEVICE
(BYOD) STRATEGY AS NEW NORMAL IN HIGHER EDUCATION
G.M. Masilo, S. Simelane-Mnisi, A. Mji, I. Mokgobo
Tshwane University of Technology, Pretoria (SOUTH AFRICA)
Abstract
BYOD includes learning with the aid of mobile devices such as smartphones, tablets/iPad and laptops.
BYOD strategy in teaching and learning is highly recognized nowadays, especially since face-to-face
attendance was disrupted, due to the COVID-19 pandemic. The new normal globally was learning,
teaching and assessment online. Students’ use of their own mobile devices was explored in many
institutions of learning. Higher education institutions were the one mostly benefitted from online teaching
and learning. Transition to remote learning allows students to study in their own space and time is
currently increasing. This paper reports on students’ perception of using the BYOD strategy for learning
in a higher education institution. Participants were the 80 students registered for Agriculture
Mechanisation1 and Agriculture Extension1 at the University of Technology in South Africa. The
question posed in this study is: How did students perceive the use of BYOD strategy in higher education?
To respond to this question, a qualitative case study was used. Semi-structured interviews and an open-
ended questionnaire was employed to collect data. Data were analyzed through Atlas ti. It was found
that most of the students indicated that they had fun using mobile devices for learning because they
were familiar with their devices. It was also found that students felt comfortable when using their mobile
device for learning and it was easy to use. However, the findings also revealed that few of the students
experience challenges, but it improves with time. Therefore, higher education institutions must provide
training to both students and academics on the utilization of BYOD strategy in learning, teaching and
assessment.
Keywords: BYOD, COVID-19, new normal, students’ perceptions, higher education.
1 INTRODUCTION
Global we have seen the increase usage of BYOD such as smartphones, tablets/iPad and laptops in
higher education institutions during COVID19 pandemic [1]. This was observed as fascinating and new
normal in higher education institutions (HEIs). This is because HEIs model of switching to online
teaching and learning, brought a mindset shift from most of students and management in general. The
development of programme from manuals to technological use widened, the experience of moving from
face to face teaching brought uncertainty to many students. However, the need for adjustment and
adaptation was possible because the studies investigates students’ perceptions while using their
devices in learning as a new normal [1]; 2].
The current situation, which is the world of Information Communication Technology and its uses in higher
education institution (HEI), became the focal point. Since students were no longer attending classes. It
was important to check how capable were they when they use their devices. The term Bring Your Own
Devices is used because this is the strategy whereby University Students bring their Movable
Technological Gadgets and use them to study. Higher Educational Institutions adopt this approach,
because most students own one or two devices and they are familiar with their gadgets [3]. This allows
them to use them confidently. Various researchers confirmed that HEIs benefitted from remote teaching
and learning. This is because it allows them to study anytime, wherever they are and at their own pace
[1]. However, the issue of data came as a worrying factor as students were not ready to use own data
for study purposes [4]. The exposure of new normal made the transition to remote learning easier and
effective, as it allows students to study in their own space and timing is currently increasing. In the past
online learning was only effective for distant learning students who worked from home but currently it
escalated to all students due to the pandemic. Similarly, research shows that there is a likelihood for
online learning to remain in future [5]. Since no one can say when this pandemic will come to an end,
allowing the world to live a normal life again. Therefore, it was important to find out students’ perceptions
while using their devices in learning, in the new normal situation. This includes how they felt and to share
their experiences while using their devices for learning. In order to evaluate if their perceptions are
positive or negative.
Proceedings of EDULEARN21 Conference
5th-6th July 2021
ISBN: 978-84-09-31267-2
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This paper reports on students’ perception of using the BYOD strategy as new normal for learning in a
HEI. Firstly, semi-structured interviews were used to determine students’ experience of using BYOD
strategy as new normal for learning. Secondly, open-ended questionnaire was use to discover students
perceptions of the implementation of BYOD strategy among the first and second year Agriculture
students.
2 ASSOCIATED LITERATURE
2.1 New normal in higher education
The impact of the COVID-19 pandemic ushered in a new way of life. The new normal is defined as a
new way of living and going about our lives, work, and relationships with other people [6]. In summary,
it is all about adjusting to our normal lives, because people had to adapt to a new lifestyle/style of living
due to the lack of a vaccine for the virus. These adjustments and modifications have become our "new
normal." For example, the introduction of online learning and communication has resulted in universities
increasingly using virtual meetings. During the new normal, academics used a variety of applications,
which students agreed with when they said their experience was nice, fun, fine, and efficient [7]. Video
conferencing systems including Google Meet, Microsoft Teams, and Zoom, as well as Facebook and
YouTube, were used to facilitate remote learning [7]. This is how pedagogy was adapted for online
learning and a strong feeling of community was developed [8]. It may be argued that sstudents’ are
increasingly expecting course materials to be available on their mobile devices, just as they are on a
laptop. This is one method of highlighting the importance of maintaining social distance and avoiding
contact in congested areas. People will feel better psychologically if they wear a facemask in addition to
the new normal [6]. Even if it is not mandated by the government.
This research focuses on the new normal in higher education, when students bring their own devices to
learn. During the lockdown, switching to online learning was much more effective since the world had
adjusted to the current situation, in which individuals utilise their devices for both work and study [1] did
a study that found that using mobile devices is a flexible method because it allows for personalised
learning. Students' impressions were found to be positive, as they stated that they had a nice time
utilising their devices for studying. Because they understand how to operate their phones.
2.2 Learning with mobile devices
When it came to using students' devices, it was discovered that the majority of students thought it was
a good idea to utilise their devices for learning, that they liked the notion of using their mobile device,
and that they liked the BYOD-based teaching and learning strategy [9]. It may be argued that using their
mobile devices encourages a good attitude toward learning. Mobile devices have evolved into all-in-one
devices that can be used practically everywhere [10]. Students should expect to be able to access
course materials on their mobile devices in the same way that they would on a laptop. This is because
laptop programs and features are easy to handle, whereas mobile phone programs and features appear
to be distinct. Students appreciate utilizing mobile devices at home to learn because it helps them
establish self-esteem and responsibility over their education [1]. As a result, they believe in taking
responsibility, exercising control, and working autonomously. At the same time, they stated that their
desire to use mobile devices for studying has grown during the lockdown and transition to the new
normal [1]. As a result, BYOD allow students to take control of their educational institution and learning
[11]. However, some students have negative opinions about utilizing personal devices for educational
reasons, which has been discovered as a result of the issues faced with the BYOD strategy [12]. The
constraints of low network access, load shading (power shut off), and a lack of data made adopting a
BYOD approach challenging in South Africa during the epidemic pedagogy [3];[2].
2.3 Students’ perception on the use BYOD
Students’ perception includes among other things the way one perceives things and the way they intend
using mobile devices in the future. These believes is based on their current experiences while using
their devices. It includes the advantages and disadvantages, the likes and dislikes, the challenges and
the benefits. This will allow one to make a good choice because of knowing what is good and bad.
Students perceptions was based on practice make perfect and that judgement is done based on what
works for one might not work for the other. It was found I in the study conducted by [13] on student
perceptions while using mobile devices in higher institution during COVID-19 that university students’
have shown positive attitudes about mobile learning. Students are particularly interested in mobile
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learning because it may be accessed through their devices [14]. Mobile learning helps us to provide the
enhancement of teaching and learning capability and it has many advantages [15].
When students were learning at home, a lack of data was also discovered to be a concern. When on-
campus hotspot zones and in class, students had access to the Internet [16]. When students learn with
mobile devices educational institutions should increase students' awareness about the expected
benefits and advantages of using M-Learning system [9]. Students had difficulty accessing the learning
management system (LMS) on their smartphones during COVID-19 pandemic learning; the LMS user
interface was not user-friendly on mobile devices [16]. This author also revealed that it was challenging
for some students to strike a balance between their academic and personal obligations. This was also
revealed by () that students use their mobile devices for a variety of purposes, including entertainment,
messaging, social media, digital games, and video viewing [17]. The use of mobile devices in the future
will be determined by the findings, which is why we are conducting additional research to learn more
about students' perceptions of the new normal. However, we anticipate that the findings will differ
because, in most cases, the report will not be identical to the current one.
3 METHOD
A qualitative case study was used to respond to the question How did students perceive the use of
BYOD strategy in higher education? A qualitative case study its a research method that aids in the
discovery of a phenomenon within a specific context using a variety of data sources, and it does so
through a variety of lenses to expose different aspect of the phenomenon [18]. In this study a case of
80 students was explored using Semi-structured interviews and an open-ended questionnaire to
respond to the research questions. Before the pandemic outbreak students were provided with Wi-Fi in
the classrooms and hotspot area Out of class [1], Durimg the remote teaching and learning students
were provided with data to work at home. Data were analysed through Atlas ti. The names of the
participants used in this study are pseudonyms.
3.2 Participants
Participants were 80 students registered for Agriculture Mechanisation I and Agriculture Extension II at
the University of Technology in South Africa. Purposeful and convenient sample was used to select the
participants. All the students completed the questionaire and approximately 11 students partcipated in
the interviews. There were 52 females and 28 males. In terms of age, more than half (47) of students
age ranged between 18-20 years. Twenty-nine students age ranged between 21-25 years and four
students age range between 26 - 30 years. Majority of the students 68 students’ own smartphones,
seven own tablets/iPad and five own laptops.
3.3 Data collection process
Semi-structured interview and open-ended questionnaire were used to collect data. A semi-structured
interview is an interview that the interviewer asks only prearranged questions while the rest of the
questions are unplanned [19]. The questions that permit someone to provide a free-form answe are.
Open-ended questions [20]. The semi-structured interview comprised of four questions. The typical
question asked were:
a) Describe their experiences of using BYOD in learning.
b) What would you like to change about learning with BYOD strategy?
c) What do you liked about /BYOD in learning?
d) what they dislike about BYOD in learning.?
The open ended questionnaire consisted of three questions. The typical question asked were:
a) Describe their experiences of using BYOD in learning.
b) What do you liked about /BYOD in learning?
c) what they dislike about BYOD in learning.?
Atlas.ti was utilised to analyse the qualitative data. A hermeneutic unit named BYOD project was
created. Two primary were upload on the hermeneutic unit.From these questions four conceptual
networks were created. These conceptual networks relate to BYOD experience, change about BYOD,
BYOD like and BYOD dislike.
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4 FINDINGS
For the semi-structured interview, in Question 1, students had to describe their experiences of using
BYOD strategy in learning. Forty-one codes were generated. These codes were clustered into fourteen
categories. For the purpose of this paper four categories relating to good, save time, helps and not good
are presented. In terms of good, Maletsasi said: It is good because she could see more picture clearly
which involved practical work. Mandla agreed and said: BYOD was very good and save time. Karabo
mentioned that he finds it easy to use mobile devices and it is good and exciting. Regarding save time
Malebo revealed that it is nice to use mobile device and its save time and less work. Ntsako indicated
that BYOD was convenient and saves time when it comes to studying and effective. Tshiamo said it is
exciting and it saves lot of time. Concerning helps, Michael mentioned that Using BYOD strategy for
learning makes things easy for him, because it helped him to remember the answers he had learned.
James said BYOD helps a lot. Neo also agreed with other student and indicated that BYOD was helpful
since some of them liked being on mobile devices. About not good, Mpumi said BYOD is not good, it
chows her data, because WhatsApp groups and Facebook groups are too active.
In Question 2, students were requested to indicate what they would like to change about learning with
BYOD. Eighteen codes were created. These codes were grouped into twelve categories. Figure 1 shows
the BYOD like conceptual network. For the purpose of this paper three categories are used that include
download, data and nothing to change. In term of download, Tshepo mentioned that applications did not
download, because Wi-Fi sometimes was not connecting and technology challenges on its own. About
data, Thandi mentioned that talkative people depleted her data. Mellissa indicated that data expenses
are too high. Concerning nothing, Nolwazi indicated that no everything was fine and smooth. Tshepiso
said so, it was perfectly fine. Lesego revealed that there were no challenges because she used different
devices and there were no problems encountered.
Figure 1. The conceptual network about BYOD like.
In Question 3, students were asked to indicate what they liked about mobile devices/BYOD in learning.
Fifty-seven codes were generated. These codes were clustered into thirteen categories. Four categories
are presented that relate to easy, fun, efficient and access material. Malusi said with BYOD it was easy
to access information. Rokhotso indicated that he uses his phone and it was easy to access information.
Neo revealed that It was easy to do what she wanted to do, and easy to work out given activities and
assignments. Molemo mentioned that using BYOD was fun and efficient to use when learning. Karabo
said BYOD was efficient and easy to use because he used his own phone and thanked the institution
for Wi-Fi access. Mandla mentioned that BYOD strategy was easy to use. He used his phone to access
material, he participated in class lecturer presentations.
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In Question 4, students were asked to mention what they dislike about mobile devices/BYOD in learning.
Twenty-two codes were generated. These codes were clustered into fourteen categories. Four
categories are presented that include distractions, notification, no Wi-F and no data. In terms of
distraction, Palisa mentioned that the distraction of a cell phone. People are calling her, some sending
messages so she cannot really isolate herself from just the learning in class. Nolwazi indicated that there
were disturbing notifications messages and everything from their phone while they were learning. Melusi
said some residents do not have Wi-Fi, so they cannot access some material because most of the things
were on LMS or Facebook or they find that they do not have data so they will not have any access.
Students completed and returned the questionnaire, In Question 1, students were requested to describe
their experiences of using BYOD for learning? Seventy three codes were created. These codes were
classified into three categories relating to good, very bad , fine, and technical problems. Figure 2 shows
the conceptual network about the students experiences of using BYOD for learning. Lerato indicated
that it is easy to use her mobile device and helps with scorring good and great marks. Lesego said: it is
very bad because using mobile device, made them not to study since it was multiple choices, they just
guess answers. Mandisa indicated that It was fine, although she prefered to use pen and paper as
technology allows high marks. Dineo mentioned that BYOD strategy is sometimes boring because of
the technical problems.
Figure 2. The conceptual network about the students experiences of using BYOD for learning.
In Question 2, students were asked to indicate what they liked about mobile devices/BYOD in learning.
Twenty three codes were created. These codes were grouped into twelve categories. Four categories
are presented that include visual, learning and assignment resources. Sipho indicated that BYOD
enabled them to adapt quicker and learn more visually. Tom said BYOD was more fast learning
experience because he loves technology. Tumi revealed that BOYD allowed her to access the internet
and made assignment easily. Khanyi mentioned that she was independent with her own resources.
In Question 3, students were asked to mention what they dislike about mobile devices/BYOD in learning
Fifty five codes were created. Four categories are presented that include network failure, notifications
and data cost. Nthato indicated that network failure was problematic when attempting to submit
assessment. Debby also mentioned that network connection was not good. Lolo said data costs was
too high and irrelevant notifications were disturbing her while learning. Also, Muzi indicated that BYOD
required data, and it should be in a free mode. Mpho agreed with other students and further mentioned
that BYOD cost a lot of data to access the information from the mobile device, Dikeledi indicated that
BYOD used a lot of data of which it was not cheap.
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5 DISCUSSION
The discussion is presented according to the themes that were generated from the questions on
instruments that assisted to respond to the research question. These themes include experience,
change, like and dislike about BYOD.
5.1 Experience with BYOD
Students had to describe their experiences of using BYOD strategy in learning during new normal. It
was found that students appreciated using their mobile devices for learning and they indicated that it
was good. This finding is backed up by the fact that 74.5 % of university students in Bangladesh think
employing mobile learning to bridge the study gap during the COVID-19 pandemic is a smart idea [13].
The BYOD strategy allowed students to engage in hands-on learning; graphics were clear, and virtual
text was simply provided, allowing them to participate in activities and complete tasks. They further
mentioned that the use of their devices also saves time and it is exciting, that means they enjoyed
working with their devices while learning. This is because students gain knowledge by using a mobile
phone with an internet connection, which allows them to improve their knowledge while attending
lectures [21].
They highlighted that it is nice and less work, rather than copying in the book they can type on the phone
assignment and submit without wasting time, paging books searching for information. They agreed that
the use of mobile devices it is easy, helped them to remember the answers they learned and scorring
great marks. This is because the use of technology stimulates thoughts and practice make perfect.
Some felt that, It was fine using devices, although she prefered to use pen and paper as technology
allows high marks. Since BYOD strategy can be accessible through students devices, they are
particularly interested in mobile learning [14]. It may also assist students in closing the study gap, which
might be used as an alternative learning approach during COVID-19 [22]. Whereas on the other hand
some students felt that their experience was very bad because using mobile device, made them not to
study since it was multiple choices, they just guess answers. This made them lazy to use critical thinking.
Others felt that it was sometimes boring because of technical problems,either interuption or data loss.
From the discussion it is clear that there are mixed feelings about students experiences while using
BYOD strategy
5.2 Change about BYOD strategy
It was found that students indicated that they are certain things they would like to change with the BYOD
strategy. Issue like the phone fail to download applications, Wi-Fi connectivity was, and issue and
challenges related to technology. One could argue that this delay their progress and affected their
academic performance. The issue of data was the main concern from most students; some said data
expenses are too high. While some mentioned that talkative people depleted their data. [16] revealed
that lack of data was also determined to be an issue while students were learning at home which needs
to be changed. This implies that various stakeholders such as the smartphone service providers should
be involved to ensure that access it provided uninterruptedly. In this study, it was also discovered that
several students had nothing to complain about, since they were satisfied with the way teaching and
learning took place using the BYOD strategy.
5.3 Like about BYOD
Students reported in this study that using mobile devices made it simple to access information and
complete activities and assignments. It was also found that students appreciated BYOD because it was
entertaining and efficient to use when learning because they could use their own phone, and they
complimented the University for providing Wi-Fi access on campus and data while they studied at home.
Students also indicate that visual learning enabled them to adapt quicker and learn more visually. They
also mentioned that it was more fast learning experience because they love technology. Finally they
highligted that revealed BOYD strategy allowed her to access the internet, made assignment easily and
promote independent with her own resources [9] reported that students have a favourable attitude about
using mobile device as a learning aid and incorporating mobile devices into learning activities.
5.4 Dilike about BYOD
The findings showed that students disliked being interrupted while learning, particularly when employing
message alerts, incoming calls, and notifications. It was difficult for them to separate oneself from just
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learning. HEIs have been compelled to reevaluate present mobile devices rules and to encourage novel
techniques to increase student participation and involvement in the learning process as a result of
technology's disruptive influence [9]. Students were also dissatisfied with the Wi-Fi connection, network
breakdown, and lack of bandwidth. Students were unable to access anything on the LMS or on
Facebook. The cost of data was also mentioned as being somewhat expensive, and students could not
afford to purchase data for learning purposes. Universities should strengthen their connections by
putting in Wi-Fi access in their buildings and provide students with data while learning at home [9].
6 CONCLUSION
The following conclusion concerning students' experiences of utilising BYOD strategy in studying can
be drawn based on the results of this study. Students stated that their experience has been nice, fine,
that they enjoy using their devices, that it has aided them in accessing information, and that it has saved
them time. Student do, however, occasionally run into technological difficulties. As a result, their learning
experience was enjoyable and successful, as they benefited from the use of mobile devices. They noted
difficulties of connectivity and data costs when asked what they would like to change. They highlighted
their enthusiasm for technology, which allows them to work alone and independently, when asked what
they like. When asked what they disliked, they said that phone calls and mails are the biggest source of
distraction. Wi-Fi connections and data loss are another concerning issue. Technical issues with data
and internet connections are the responsibility of the university, which must put measures in place to
assist students.
7 RECOMMENDATIONS
It is suggested that university administration ensure that the necessary technical infrastructure is in place
for BYOD to be implemented. It is critical to set a policy on the use of BYOD. Because of the pandemic
learning brought on by the coronavirus and lockdown regulations, students should take responsibility
and ownership of learning as the new normal. HEIs should offer data to students who are studying alone
at home. It would be fascinating to see if the results of this study could be repeated in other universities
or settings to see if the results would be the same. Quantitative method and a larger sample size could
be used in future research.
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