Bring-Your-Own-Device: Turning Cell Phones into Forces for Good

Imazeki, Jennifer

doi:10.1080/00220485.2014.917898

Cited by 49 publications

(23 citation statements)

References 8 publications

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“…It is also advisable that in promoting the use of mobile device technologies, a balance be negotiated between mobile and fixed devices, as fixed devices can be more suitable for some functions such as supporting data collection [48,49]. Mobile devices can be limited by smaller screen sizes [16,23,25,50], variable screen resolutions, more restricted user input and limited processing power [50], all of which can affect user engagement [51].…”

Section: Discussionmentioning

confidence: 99%

“…That is, the BYOD policy should cater for other mobile device uses such as diagnosis [45,[57][58][59][60][61], patient monitoring, follow-up [46,[62][63][64][65][66], data collection [43,46,51,67], and medication adherence [68,69]. Integration of mobile devices into hospital systems, especially patient record management [70], including patient participation in computerized patient record management [71], is also worth policy consideration.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

Kadimo¹,

Kebaetse²,

Ketshogileng³

et al. 2018

Preprint

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

Kadimo¹,

Kebaetse²,

Ketshogileng³

et al. 2018

Preprint

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“…Die veronderstelling is hier dat studente (of skoolleerders) hulle eie elektroniese toestelle na die klaskamer bring vir onderrigdoeleindes (Boyd 2015:12;Cardoza & Tunks 2014:294;Imazeki 2014:240- Song 2016:293). Navorsing rondom die bring-jou-eietoestel-benadering wissel van implementerings in verskillende kontekste op skool (Boyd 2015;LeJeune 2015;O'SullivanDonnelly 2013;Song 2016), asook kontekste op universiteit (Imazeki 2014) tot die aanvaarding daarvan deur onderwysers (Cardoza & Tunks 2014;Jones 2014), ondersteuning deur ouers (Kiger & Herro 2015), of die gebruik daarvan in die konteks van die sakewêreld (Hellquist 2014;Keyes 2013;Le 2014). …”

Section: Literatuuroorsigunclassified

Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

Olivier

2016

Suid-Afrikaanse Tydskr. Natuurwetenskap Tegnol.

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Effective interaction in classes and real-time feedback are challenges that may occur in any classroom. In this regard, mobile technologies may act as a supplement in a so-called blended context. This article investigates the role a bring-your-own-device approach in comparison with an approach where similar tablet computers are provided, plays in terms of interaction and feedback in a linguistics class at third-year university level. In this way the gap in the literature regarding the implementation of blended learning in higher education in South Africa and especially in terms of the bring-your-own-device approach could be augmented. In this research a case study design was used and the data of two groups of third-years were gathered by means of qualitative methods. User statistics from a learning management system was collected, but the main data consisted of the observations and reflections of the lecturer, as well as feedback from students by means of short questionnaires. This data was analysed in an inductive manner in order to identify relevant themes and codes. Both a bring-your-own-device approach and the use of provided tablet computers could facilitate effective interaction and real-time feedback. Apart from the benefits, some limitations were identified in terms of access and skills among students. In this specific context, the bring-your-own-device approach seems to be the better option, but for other contexts solutions will have to be customised.

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“…BYOD can be an effective way of engaging students and incorporating smartphones into the classroom interaction (Imazeki 2014). However, continuous research is needed to determine if smartphones and mobile learning have a true impact on student's learning (Gikas and Grant 2013).…”

Section: Bring Your Own Device Initiative To Improve Engagement and Pmentioning

confidence: 99%

Bring Your Own Device Initiative to Improve Engagement and Performance in Human Anatomy and Physiology I and II Laboratories

Hillhouse¹,

Britson²

2018

HAPS ED

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In an informal survey, just 4.93% (2014) and 6% (2015) of Human Anatomy and Physiology students stated that their favorite lab activity was using a microscope. Additionally, performance on lab practical microscopy questions was low with the average percent correct between 31.85% and 41.94%. To increase student interest, engagement and performance, we purchased microscope adapters that allow students to take photomicrographs with their smartphones. Likert surveys were used to assess student engagement, and the percent of correct answers on histology questions on lab practicals. Comparisons were made between semesters where adapters were used and not used. Results show that lab practical scores were higher in semesters where microscope adapters were used compared to semesters where they were not used, but the increase in student performance was not significant. The use of smartphones along with microscope adapters has the potential to improve student engagement, but the role that smartphones play in student performance is unclear.

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Bring-Your-Own-Device: Turning Cell Phones into Forces for Good

Cited by 49 publications

References 8 publications

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

Bring Your Own Device Initiative to Improve Engagement and Performance in Human Anatomy and Physiology I and II Laboratories

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