Bring Your Own Device Research Articles

PRACTICAL IMPLEMENTATION OF THE BYOD CONCEPT IN HIGHER EDUCATIONAL INSTITUTIONS

The emerging range of personal mobile devices, due to their advanced technical characteristics, has made it possible to widely use them at enterprises, offices or educational institutions almost in any place. This has led to the introduction of a new concept of BYOD (Bring Your Own Device), when a personal device (phone, tablet) is used for work or study. One of the serious problems encountered by teachers on the way of implementing BYOD into the educational process is the insufficient level of information competence and the lack of educational manuals for such classes. The aim of the research is to investigate the relevance of implementing BYOD approach in teaching Computer Engineering students and to consider the possibilities of using mobile devices for didactic purposes directly in the classroom and in distance learning. Within BYOD, the use of learning support mobile systems in the learning process gives its participants access to training materials, services and models adapted for the use in a mobile environment. The teachers effectively manage the learning process, in particular, focus the students’ attention on the sources of information that give the most correct and complete answers within the relevant disciplines. The research presents learning outcomes of two groups: control, with the traditional method of teaching and the equipment provided by the educational institution, and experimental, when students use their own mobile devices (tablets and smartphones) in the educational process, which gives a possibility to learn in any place convenient for a student and remotely send progress reports. The results showed that the students of the experimental group outperformed their groupmates from the control group in academic progress. The implementation of BYOD elements has led to the increase in students’ motivation and interest in their own learning. The main positive aspects of using BYOD technology in the learning process have been identified, such as convenience and flexibility, reducing the expenses of educational institutions, simplifying work with the network services, interactivity of learning, and applying multimedia format in the presentation of educational material during lectures, laboratory and practical classes, effectiveness of work with information and the presentation of results.

As Student Response Systems Expand Features and Question Types, Multiple Choice Continues to be the Gold Standard for Calculations from both Student and Instructor Perspectives

Student response systems (SRS) continue to evolve as bring-your-own-device (BYOD) systems allow more question and answer types to be utilized. While users were once limited to a button press on a clicker selecting from a list of predetermined responses, students can now generate text and numerical responses on their personal devices. Question and response types are now limited only by software, and new features can be added without requiring an overhaul of the existing system. Using two successive course offerings of a biomedical lab techniques class, the effect of question type was evaluated, using a crossover experimental design, and applied to novel discipline-specific calculations. Students used the Top Hat student response system (tophat.com) to answer either multiple choice questions (MCQ) or numerical response questions (NRQ) in class. Student responses were tracked for elapsed time to completion, performance, and subsequent test performance. Additionally, students were surveyed about their question-type preference. Analysis shows that on formative assessments, students take less time on multiple choice questions, are successful more often, and show a clear preference for this type. When students used those calculations on summative exams, they performed similarly regardless of whether they initially used MCQ or NRQ. Students also expressed clear preference for MCQ. The use of NRQ is still recommended to be used strategically as it increases question difficulty and diversity. The findings from this study may assist STEM instructors looking to formulate their own evidence-based best practices when incorporating SRSs intotheir pedagogy.

A study on e-commuting: Alleviating technical and mobility threats in a BYOD-enabled banking environment in Nigeria

Information flow has increased significantly due to globalization and technological advancement, which has resulted in Bring Your Own Device (BYOD). This phenomenon has necessitated all sectors to adapt to the changes and align themselves with technology in order to maximize the benefits. The banking sector, in particular, has been at the forefront of the adoption of BYOD. However, this adoption of BYOD makes the banking sector vulnerable to various security threats. Ofusori, Dlamini, and Prabhakar (2018) classified these threats within technical, social and mobility domains. This article focuses on and investigates the influence of threats related to technical and mobility domains within a BYOD environment. Data were collected from employees of four banks in Nigeria to assess individual practices. The study found threats that overlap both technical and mobility domains and the existing security measures were found to be inadequate to alleviate those overlapping threats. As a result, this study recommends possible solutions to limit these security threats. In addition, this study contributes to the current theoretical perspectives concerning the use of mobile devices, therefore contributing to the existing body of knowledge regarding security threats for banks.

Enhancing Bring Your Own Device Security in Education

The acceptance and use of personal devices at educational institutions is on the rise, resulting in the education sector’s adoption of Bring Your Own Device (BYOD). The institutions benefit from cost reduction in buying and managing IT devices as users purchase and bring their own devices. Users benefit by accessing learning materials and collaboration anytime, anywhere while on the move via institutional network. However, literature on BYOD indicates that various challenges are faced with usage of BYOD such as loss/stolen devices, malware, lack of policy, user negligence among others. This paper examined the literature in order to identify BYOD challenges, solutions, and guidelines that would inform secure BYOD usage in education.

Disruptive innovation and technology enhanced learning

This paper uses disruptive innovation theory as a lens through which to analyse technology enhanced learning in higher education. The paper also explores how higher education might be disrupted. Specific technologies are examined, including the Virtual Learning Environment and Wikipedia. Specific practices are analysed, including Bring Your Own Device. The article argues higher education has not been disrupted by technology to date, but that the conditions for disruption are increasingly propitious.Keywords:technology enhanced learning; disruptive innovation; virtual learning environment (VLE); bring your own device (BYOD); Wikipedia; higher education.

Empowering mathematics teachers’ ICT readiness with android applications for Bring Your Own Devices (BYOD) practice in education

This research aims to provide android applications to empower mathematics teachers’ information and communication technology readiness. The purpose is to facilitate them, due to availability and wi...

ИСПОЛЬЗОВАНИЕ МОБИЛЬНЫХ УСТРОЙСТВ СТУДЕНТОВ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ

The trend of using your own mobile device in the workplace or within the walls of an educational institution has been called BYOD (bring-your own device). The concept of BYOD does not require much expense for the student, other than choosing the right Internet traffic and keeping your device running. The use of mobile devices in the classroom is a modern trend, as their technical capabilities are very large. The article describes some techniques and types of work on the use of mobile devices to intensify classes and increase the motivation of students to obtain knowledge.

ARANAC: A Bring-Your-Own-Permissions Network Access Control Methodology for Android Devices

In this paper, we introduce a new methodology for network access control for Android devices based on app risk assessment. Named ARANAC (which stands for Application Risk Assessment based Network Access Control), this methodology is specially tailored for scenarios using the Bring-Your-Own-Device (BYOD) policy, where the adoption of some solutions can lead to problems in security and privacy for both the employees and the business organization. ARANAC mainly relies on the analysis of an aggregate of permissions declared in the manifests of installed applications on users' devices. The access control scheme combines three operational modules: i) a device monitoring tool, ii) a novel permission-based risk model, and iii) an anomaly-based detection machine learning module based on a methodology (called MSNM, from Multivariate Statistical Network Monitoring) that provides both detection and diagnostic capabilities. ARANAC's novelty is in the combination of four features. Firstly, it is privacy-aware, and thus, it does not require detailed information about installed applications but only an aggregate of permissions. Secondly, it builds a normality model by combining expert knowledge with data, capturing the behavior of a complete population of mobile devices. Thirdly, it is dynamic, as permissions are updated in real time, allowing the network to re-assess access control on a continuous basis. Finally, its diagnostic capabilities allow for giving recommendations to final users so that they are capable of mitigating their risks when accessing networks. We evaluated the approach with more than 80 Android devices at a university campus network and obtained interesting results regarding security risks in the usual deployment of device apps.

The Influence of Technical and Social Factors in Mitigating Threats in a BYOD-Enabled Environment

As the adoption of bring your own device (BYOD) phenomenon by businesses and other sectors continues to grow. Employees find it desirable to use their personally owned mobile devices for work without the need to differentiate between their carrier services and their organizations' network. However, this practice makes such businesses vulnerable to various security threats. Nigeria banking institutions, like other businesses globally, have adopted the BYOD phenomenon. However, BYOD trend constitutes heterogeneity, and there is large diversity in mobile devices, hence the risk of corporate data being exposed to threats increases. Thus, this paper investigates the influence of technical and social threats as it relates to BYOD phenomenon in the banking institutions. Data was collected from the employees of four banks in Nigeria that supported BYOD trend. The study found out that there are some security threats that are integrated, and the existing security measures are not sufficient to mitigate those threats. Hence, this study has presented an integrated solution to curb these threats.

Teaching art and design in a digital age: challenges facing Ugandan teacher educators

ABSTRACT Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants’ accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD).

Developing a Mobile Device Management (MDM) Security Metamodel for Bring Your Own Devices (BYOD) in Hospitals

With cybercrime on the rise, the healthcare environment has been listed as the top 5 of the most targeted industries for information security breaches. This is due to the current migration from physical to Electronic Health Records (EHR). The challenges of controlling the database costs also continue to escalate. As a result, measures such as Bring Your Own Device (BYOD) policies are commonly utilized to minimize costs and create convenience for hospital staff to use a device they are more comfortable with. However, BYOD can be used as a major entry point for gaining access to Health Information Systems (HIS) by cyber attackers/hackers despite the struggles of many hospitals to put in place effective mobile security policies. Several researches have been done to show on how to create effective mobile device BYOD strategies by using device management, data security, medical applications, information technology, education, policy, guidelines and a few others. But there is still a lack of literature about BYOD policy development in hospitals especially when it comes to Mobile Device Management (MDM), policy evaluation, and mobile device evaluation. To help address this issue, an MDM security metamodels has been proposed to help bridge this gap of knowledge between security professionals and shareholders within the healthcare environment. With awareness to the proposed solution, the elementary stage is to identify any existing MDM models that have been created for BYOD in healthcare and use the metamodel to represent some of the important existing concepts. Therefore, the context of this research paper aims to concentrate on improving existing BYOD security policies through the awareness of these existing MDM concepts that are represented through a metamodel syntax. This paper aims to discuss important MDM security concepts from various sources that have been used in healthcare, create a MDM security metamodel prototype called MDMSec ver 1.0 for the healthcare sector, using a selected metamodeling process, and lastly, to validate the prototype metamodel through two validation techniques.

Validation and equivalency of electronic clinical outcomes assessment systems

<p>The US food and drug administration (FDA) has long called for clinical outcomes assessments (COA), such as patient-reported outcomes (PRO), to be ‘fit-for-purpose’ meaning the COA has been validated to support the context of use. The FDA’s recent patient-focused drug development guidance series has renewed the importance of ensuring that COA is ‘fit-for-purpose’ and valid. In addition, the FDA has recommended that COA be collected electronically and that the electronic (eCOA) system and devices also be validated. Advancing technology requires eCOA systems and devices to evolve; eCOA devices may change over time. As bring your own device (BYOD) models gain popularity and acceptance, devices may also be mixed within trials. Changes in eCOA devices or mixing devices may require equivalence testing to prove validity across platforms. The aim of this article is to provide an overview of the different types of validation at both the assessment level and the eCOA system (device) level to help clinical trial sponsors determine the appropriate level of validation or equivalence testing required for COA used in their clinical trials. </p>

Detection of Misconfigured BYOD Devices in Wi-Fi Networks

As Bring Your Own Device (BYOD) policy has become widely accepted in the enterprise, anyone with a mobile device that supports Wi-Fi tethering can provide an active wireless Internet connection to other devices without restriction from network administrators. Despite the potential benefits of Wi-Fi tethering, it raises new security issues. The open source nature of mobile operating systems (e.g., Google Android or OpenWrt) can be easily manipulated by selfish users to provide an unfair advantage throughput performance to their tethered devices. The unauthorized tethering can interfere with nearby well-planned access points (APs) within Wi-Fi networks, which results in serious performance problems. In this paper, we first conduct an extensive evaluation study and demonstrate that the abuse of Wi-Fi tethering that adjusts the clear channel access parameters has strong adverse effects in Wi-Fi networks, while providing the manipulated device a high throughput gain. Subsequently, an online detection scheme diagnoses the network condition and detects selfish tethering devices by passively exploiting the packet loss information of on-going transmissions. Our evaluation results show that the proposed method accurately distinguishes the manipulated tethering behavior from other types of misbehavior, including the hidden node problem.

TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not.

TAMEx framework as an alternative for e-exam implementation in wireless network

One of significant change in learning process is exam implementation applying a computer-based test (e-exam) rather than paper-based test. Many institutions currently use wireless network with bring your own device (BYOD) policy for their e-exam implementation, due to limitation of space and user terminals. Moreover it is hard to maintain the availability of reliable signal quality in wireless network for all users during e-exam process. Therefore, this research proposes a development of time adaptive for mobile exam (TAMEx) framework to provide all users with good quality of service of e-exam in wireless network environment when dealing with signal quality variations. The received signal strength indication (RSSI) is the main indicator of the signal quality. The framework supports e-exam implementation in wirelesslocal area network and the use of BYOD mechanism. The research shows that the framework successfully has provided time compensation for the users who experienced temporary connection loss due to bad signal quality. The result exhibits that tiny processing time has been needed for signal loss detection, user’s request of compensation time, and server’s execution. In conclusion, the TAMEx could guarantee good services for all users who doing e-exam in wireless network environment.

Bring Your Own Device (BYOD) as reversed IT adoption: Insights into managers’ coping strategies

The adoption of Bring Your Own Device (BYOD), initiated by employees, refers to the provision and use of personal mobile devices and applications for both private and business purposes. This bottom-up phenomenon, not initiated by managers, corresponds to a reversed IT adoption logic that simultaneously entails business opportunities and threats. Managers are thus confronted with this unchosen BYOD usage by employees and consequently adopt different coping strategies. This research aims to investigate the adaptation strategies embraced by managers to cope with the BYOD phenomenon. To this end, we operationalized the coping model of user adaptation (CMUA) in the organizational decision-making context to conduct a survey addressing 337 top managers. Our main results indicate that the impact of the CMUA constructs varies according to the period (pre- or post-implementation). The coping strategies differ between those who have already implemented measures to regulate BYOD usage and those who have not. We contribute to theory by integrating the perception of BYOD-related opportunities and threats and by shedding light on the decisional processes in the adoption of coping strategies. The managerial contributions of this research correspond to the improved protection of corporate information and the maximization of BYOD-related benefits.

Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

ABSTRACT This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.

A Security Monitoring Framework for Mobile Devices

Quite often, organizations are confronted with the burden of managing mobile device assets, requiring control over installed applications, security, usage profiles or customization options. From this perspective, the emergence of the Bring Your Own Device (BYOD) trend has aggravated the situation, making it difficult to achieve an adequate balance between corporate regulations, freedom of usage and device heterogeneity. Moreover, device and information protection on mobile ecosystems are quite different from securing other device assets such as laptops or desktops, due to their specific characteristics and limitations—quite often, the resource overhead associated with specific security mechanisms is more important for mobile devices than conventional computing platforms, as the former frequently have comparatively less computing capabilities and more strict power management policies. This paper presents an intrusion and anomaly detection framework specifically designed for managed mobile device ecosystems, that is able to integrate into mobile device and management frameworks for complementing conventional intrusion detection systems. In addition to presenting the reference architecture for the proposed framework, several implementation aspects are also analyzed, based on the lessons learned from developing a proof-of-concept prototype that was used for validation purposes.

Understanding cloud-based BYOD information security protection behaviour in smart business: in perspective of perceived value

ABSTRACT This research aims at investigating the critical factors that promote users in protecting the Bring Your Own Device (BYOD) information security. Perceived value serves as the core variable and integrates the Technology Threat Avoidance Theory and the Value-based Adoption Model to propose an integrated model. The questionnaire survey employed to verify the hypotheses. The results show that perceived usefulness (positive), perceived threats (positive), perceived expense (negative), impact on systems performance (negative), and user self-efficacy (positive) are the critical factors. The explanatory power (R2) is 51%. Besides, BYOD security awareness and perceived values affect the intention of BYOD security protection (R2=62%).

Improving Second Language Speaking and Pronunciation through Smartphones

The ability to speak English fluently and confidently plays a vital role in enhancing employment opportunities of graduate students of India. Though English has been a second language for over decades in the country, teaching speaking skills with intelligible pronunciation to the first generation of learners remains a major challenge. The limited number of classes allotted for English speaking and pronunciation and lack of resources make it more challenging. Previous research suggests that Mobile Assisted Language Learning (MALL) offers anywhere and anytime learning opportunities for second language learners. However, there is little research on how mobile learning enhances speaking skills and pronunciation of tertiary level students from rural areas who lack exposure to English outside the classroom. The present paper aims at studying the impact of MALL in improving a) speaking skills b) segmental and suprasegmental features of pronunciation and c) the viability of bring your own device (BYOD) approach. Mixed methods approach has been adopted for collecting the data from twenty five (n=25) randomly selected students who underwent training with BYOD. The results showed a positive effect on the speaking skills and the overall intelligibility of the participants. The use of smartphones also resulted in improved learners’ engagement in the language learning. Teachers at tertiary level could benefit from the study, adopt digital technologies in L2 teaching and learning and further extend the scope of the study with their experiences.