Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers Vervlegte interaksie: Implementering van ’n bring-jou-eie-toestel-benadering teenoor verskafde tabletrekenaars | |
| Creator | Olivier, Jako | |
| Description | 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. Effektiewe interaksie in klasse en intydse terugvoer is uitdagings wat in enige klaskamer na vore kan kom. In hierdie verband kan mobiele tegnologieë as ’n aanvulling dien in ’n sogenaamde vervlegte konteks. Hierdie artikel ondersoek die rol wat ’n bring-jou-eie-toestelbenadering kan speel, teenoor soortgelyke verskafde tabletrekenaars met betrekking tot interaksie en terugvoer in ’n linguistiekklas op derdejaarsvlak op universiteit. Op hierdie wyse word die leemte in die literatuur rondom die implementering van vervlegte leer in hoër onderwys in Suid-Afrika en veral met betrekking tot die bring-jou-eie-toestel-benadering aangevul. In dié navorsing is ’n gevallestudie-ontwerp ingespan en is die data van twee groepe derdejaars deur middel van kwalitatiewe metodes ingewin. Gebruikerstatistiek uit ’n leerbestuurstelsel is ingewin, maar die kerndata het bestaan uit waarnemings en refleksies van die dosent, sowel as terugvoer van studente deur middel van kort vraelyste. Hierdie data is op ’n induktiewe wyse geanaliseer en gekodeer ten einde relevante temas en kodes te identifiseer. Beide ’n bring-jou-eie-toestel-benadering en die gebruik van verskafde tabletrekenaars kon interaksie en intydse terugvoer effektief in die klaskamer fasiliteer. Afgesien van die voordele, is by beide benaderings beperkings met betrekking tot toegang en vaardighede by studente geïdentifiseer. In hierdie spesifieke konteks blyk die bring-jou-eie-toestel-benadering as die beste opsie, maar in ander kontekste sal oplossings pasgemaak moet word. | |
| Publisher | AOSIS | |
| Date | 2016-09-29 | |
| Identifier | 10.4102/satnt.v35i1.1391 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 8 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 8 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1391/3180
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1391/3181
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1391/3182
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1391/3179
|
|
ADVERTISEMENT
