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Undergraduate Students’ Device Preferences in the Transition to Online Learning

Author

Listed:
  • Kelum A. A. Gamage

    (James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK)

  • Eranda Perera

    (School of Engineering, Sri Lanka Technological Campus, Padukka 10500, Sri Lanka)

Abstract

The global higher education sector has been greatly affected by the COVID-19 pandemic, and the mode of delivery has transformed into a blended learning mode of delivery or fully remote mode. Online delivery significantly demands reliable and stable internet access and technology, at both the lecturer’s and students’ ends. This paper investigates the challenges and barriers to accessibility of technologies used for remote delivery of learning and teaching. The paper also investigates key digital skills students need to help them develop and enhance their technology literacy. A survey was also conducted among 555 university undergraduate students to identify their choice of device to connect to remote learning during the transition to online learning. It was revealed that students used laptops and smartphones considerably and least relied on desktop computers. The results indicate the significance of a device’s portability, built-in network hardware and cost. Further, it identifies the impacts of accessibility of educational technologies on students’ learning experience.

Suggested Citation

  • Kelum A. A. Gamage & Eranda Perera, 2021. "Undergraduate Students’ Device Preferences in the Transition to Online Learning," Social Sciences, MDPI, vol. 10(8), pages 1-15, July.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:8:p:288-:d:604884
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    References listed on IDEAS

    as
    1. Stephen Bax, 2011. "Normalisation Revisited: The Effective Use of Technology in Language Education," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 1(2), pages 1-15, April.
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