Abstract
This paper reports and discusses the findings from a study exploring the use of Bring Your Own Device (BYOD) for teaching and learning at a university in Hong Kong. Seventy-one undergraduate students enrolled on an English course participated in the study. A pedagogical framework is proposed to guide the design of BYOD-mediated lessons, and the potential of BYOD pedagogies to support teaching and learning is examined. Learning gains from BYOD-mediated lessons are reflected in students’ assessment results. Some merits and challenges associated with BYOD-mediated learning are emerged from students’ focus group responses. The findings contribute to an expanded understanding of the BYOD experience across educational settings. Copyright © 2018 International Journal of Learning and Teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 15-19 |
| Journal | International Journal of Learning and Teaching |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2018 |
Citation
Cheng, G. (2018). Design and analysis of Bring Your Own Device (BYOD) pedagogies in higher education. International Journal of Learning and Teaching, 4(1), 15-19. doi: 10.18178/ijlt.4.1.15-19Keywords
- Bring your own device
- Pedagogy
- Technology
- Teaching and learning
- Higher education
