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    Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

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    Authors
    Welsh, Katharine E.
    Mauchline, Alice
    France, Derek
    Powell, Victoria
    Whalley, W. Brian
    Park, Julian R.
    Affiliation
    University of Chester; University of Reading; University of Sheffield
    Publication Date
    2018-02-15
    
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    Abstract
    This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.
    Citation
    Welsh, K. E., Mauchline, A. L., France, D., Powell, V., Whalley, W. B., & Park, J. (2018). Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork? Journal of Geography in Higher Education, 42(3), 356-371. https://doi.org/10.1080/03098265.2018.1437396
    Publisher
    Taylor & Francis
    Journal
    Journal of Geography in Higher Education
    URI
    http://hdl.handle.net/10034/620929
    DOI
    10.1080/03098265.2018.1437396
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/03098265.2018.1437396
    Type
    Article
    Language
    en
    Description
    This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 15/02/2018, available online: https://www.tandfonline.com/doi/full/10.1080/03098265.2018.1437396
    EISSN
    1466-1845
    ae974a485f413a2113503eed53cd6c53
    10.1080/03098265.2018.1437396
    Scopus Count
    Collections
    Geography and Development Studies

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