A case of a laptop learning campus: how do technology choices affect perceptions?

Abstract

Laptop learning programs have been developed to create ubiquitous online learning environments. Given the infancy of many programs, there is little understanding of aspects of the program are perceived to provide value to faculty and students. This paper focuses on the value proposition (with respect to perceived benefits versus capital investment) for undergraduate students in a mandatory, campus-wide, comprehensive laptop learning program. Results indicate that the perceived value of the laptop for technical programs such as science, engineering, and information technology, and liberal arts programs such as business and criminology, justice, and policy studies are significantly different. This difference results in a clear need to use different laptop learning models for each type of program and that a single campus-wide model will likely prove unsatisfactory for most students. A need to better communicate the true value of industry-specific software and skills acquisition is also highlighted.

Student Perceptions of Using Tablet Technology in Post-Secondary Classes / Perceptions des étudiants quant à l’utilisation des tablettes électroniques dans les classes universitaires

“…Lauricella (2011a, 2011b) discussed the benefits of using laptops in higher education, which included improvements in note-taking, organization, and collaboration skills among students. Percival and Percival (2009) examined the implementation of a mandatory laptop-use program across an entire university campus and found that strategies for effective integration differed markedly by academic discipline. Most importantly, Gabriel, Campbell, Wiebe, MacDonald, and McAuley (2012) showed that first year university students now have certain "expectations" surrounding the use of technology in the classroom, and many have a preference for lecture content being communicated electronically.…”

Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes

“…Lauricella (2011a, 2011b) found that laptops provided benefits, including improved note-taking, improved organizational skills, and improved collaboration among students; however, they also found that laptop use posed challenges including distractions caused by students using instant messaging applications, playing games, and watching movies instead of focusing on the class. Also, Percival and Percival (2009) ex-plored perceptions and usage of laptops in a mandatory campus-wide laptop program and found that, for laptop use to be most effective, individual academic programs must develop their own strategies for implementation. They determined that proposing a single learning model for all disciplines is not optimal; it should be the subject matter of the courses that determines how best to integrate the technology.…”

Literature Review of Faculty-perceived Usefulness of Instructional Technology in Classroom Dynamics

“…At the University of Ontario's Institute of Technology, Percival and Percival (2009) analyzed perceived value about a laptop leasing learning program's available at the university's liberal arts and technical programs whose goal was to ensure access to technology to all students. The study's objective was to "determine if there is a single model for a laptop program which can efficiently and effectively fulfill the expectations and needs of these diverse populations" (p. 175).…”