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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="HDwqnfm8gnCZEospym0gyERZ2Z1B3RC/il3rqcft+wlKo+cBj/cXJeOQ9Wg0Kk5iGiir8jwrtbz+gEqN5YRjcQ==" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education" /> <meta name="twitter:title" content="Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education" /> <meta name="twitter:description" content="Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many" /> <meta name="twitter:image" content="https://gravatar.com/avatar/b083025762cc244829b66a8f79e9ce50?s=200" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education" /> <meta property="og:title" content="Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many" /> <meta property="article:author" content="https://miun.academia.edu/MarcusSundgren" /> <meta property="article:author" content="https://miun.academia.edu/JimmyJaldemark" /> <meta name="description" content="Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many" /> <meta name="robots" content="noindex" /> <title>Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education | Marcus Sundgren and Jimmy Jaldemark - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732401434000); window.Aedu.timeDifference = new Date().getTime() - 1732401434000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles published 2009–2014 with the aim to examine how mobile devices are applied to bridge the boundaries of space and time in higher educational settings, and thereby supporting networked learning for the campus classroom as well as the online student. A search in major databases for English language journal articles was conducted with phrases “mobile learning” and “higher education”. We found 109 articles indicating some form of bring-your-own-device (BYOD) philosophy. Categorizations were made primarily based on the abstracts. About 85 per cent of the articles were empirical in nature. Another eight per cent were theoretical and/or argumentative. The remaining articles were reviews, method development or meta-analyses. Subjects of study in the empirical articles were primarily students, but also faculty or a combination of those appears. Geographically, most studies are concentrated in the English-speaking parts of the world, although for instance Sub-Saharan Africa could benefit from development in this area. Not surprisingly, the top three countries by number of publications are USA, UK and Australia. About a third of the articles did not deal with the dimensions of time and space explicitly. Several of the non-empirical articles are among them, and so are a group of empirical articles that examined behavioural intents, perceptions, and attitudes amongst students and faculty. The principal phenomena studied with respect to the bridging of time and space was social media, the most common variety being podcasting, followed by text- and instant-messaging and social networking. Another group addressed how learning management and support systems could be developed to better support flexibility in time and space, or attitudes, intentions and perceptions regarding mobile learning implementations. Results indicate a shift from teacher-centred content delivery approaches towards student-centred communicative approaches. Recent improvements in network infrastructure and device usability seem to afford this development for teachers and students alike. However, a more thorough analysis of the material is required to validate such a claim.","author":[{"@context":"https://schema.org","@type":"Person","name":"Marcus Sundgren"},{"@context":"https://schema.org","@type":"Person","name":"Jimmy Jaldemark"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Jimmy Jaldemark"}],"dateCreated":"2016-11-04","dateModified":null,"datePublished":null,"headline":"Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education","inLanguage":"en","keywords":["Mobile Learning","Higher Education","BYOD"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"miun"}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/heading-b2b823dd904da60a48fd1bfa1defd840610c2ff414d3f39ed3af46277ab8df3b.css" /><link crossorigin="" href="https://fonts.gstatic.com/" 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window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":29660804,"created_at":"2016-11-04T02:20:11.767-07:00","from_world_paper_id":null,"updated_at":"2021-01-17T17:37:16.549-08:00","_data":{"abstract":"Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles published 2009–2014 with the aim to examine how mobile devices are applied to bridge the boundaries of space and time in higher educational settings, and thereby supporting networked learning for the campus classroom as well as the online student. A search in major databases for English language journal articles was conducted with phrases “mobile learning” and “higher education”. We found 109 articles indicating some form of bring-your-own-device (BYOD) philosophy. Categorizations were made primarily based on the abstracts. About 85 per cent of the articles were empirical in nature. Another eight per cent were theoretical and/or argumentative. The remaining articles were reviews, method development or meta-analyses. Subjects of study in the empirical articles were primarily students, but also faculty or a combination of those appears. Geographically, most studies are concentrated in the English-speaking parts of the world, although for instance Sub-Saharan Africa could benefit from development in this area. Not surprisingly, the top three countries by number of publications are USA, UK and Australia. About a third of the articles did not deal with the dimensions of time and space explicitly. Several of the non-empirical articles are among them, and so are a group of empirical articles that examined behavioural intents, perceptions, and attitudes amongst students and faculty. 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However, a more thorough analysis of the material is required to validate such a claim."},"document_type":"conference_presentation","pre_hit_view_count_baseline":null,"quality":"low","language":"en","title":"Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education","broadcastable":false,"draft":null,"has_indexable_attachment":false,"indexable":true}}["work"]; window.loswp.workCoauthors = [5807678,2593729]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "grid"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="loswp-grid--container"><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-landing_url="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="above-fold js-swp-splash-above-fold"><div class="work-card--container js-swp-control-work-card" data-entity-id="29660804"><div class="work-cover--wrapper"><div class="work-cover--container"><div class="work-cover--no-attachment-container js-swp-splash-paper-cover"><div class="work-cover--file-icon-wrapper"><img alt="paper cover icon" src="//a.academia-assets.com/images/single_work_splash/adobe.icon.svg" /></div><div class="work-cover--title js-swp-splash-paper-cover-page-title">Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education</div><br /><div style="margin-top: 170px"><button class="work-cover--request-pdf-button js-request-pdf-button"><svg style="width: 14px; margin-right: 8px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="envelope" class="svg-inline--fa fa-envelope fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M502.3 190.8c3.9-3.1 9.7-.2 9.7 4.7V400c0 26.5-21.5 48-48 48H48c-26.5 0-48-21.5-48-48V195.6c0-5 5.7-7.8 9.7-4.7 22.4 17.4 52.1 39.5 154.1 113.6 21.1 15.4 56.7 47.8 92.2 47.6 35.7.3 72-32.8 92.3-47.6 102-74.1 131.6-96.3 154-113.7zM256 320c23.2.4 56.6-29.2 73.4-41.4 132.7-96.3 142.8-104.7 173.4-128.7 5.8-4.5 9.2-11.5 9.2-18.9v-19c0-26.5-21.5-48-48-48H48C21.5 64 0 85.5 0 112v19c0 7.4 3.4 14.3 9.2 18.9 30.6 23.9 40.7 32.4 173.4 128.7 16.8 12.2 50.2 41.8 73.4 41.4z"></path></svg>Request PDF</button></div></div></div></div><div class="work-card--content"><h1 class="work-card--title">Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education</h1><div class="work-card--authors-container js-work-toolbar-work-owner"><div class="work-card--author-blurb"><div class="work-card--author-photo-wrapper"><a href="https://miun.academia.edu/MarcusSundgren"><img class="Avatar--circle s65 Avatar--circle s65 Avatar--xxxs" alt="Marcus Sundgren" shape="circle" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s65_no_pic.png') this.src = '//a.academia-assets.com/images/s65_no_pic.png';" src="https://gravatar.com/avatar/b083025762cc244829b66a8f79e9ce50?s=65" /></a></div><div class="work-card--author-name-wrapper" style="max-width: 125px;"><a class="u-linkUnstyled u-fw500 u-textTruncate ds2-5-body-sm ds2-5-body-link" href="https://miun.academia.edu/MarcusSundgren" swp="tc-au-29660804">Marcus Sundgren</a></div></div><div class="work-card--author-blurb"><div class="work-card--author-photo-wrapper"><a href="https://miun.academia.edu/JimmyJaldemark"><img class="Avatar--circle s65 Avatar--circle s65 Avatar--xxxs" alt="Jimmy Jaldemark" shape="circle" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s65_no_pic.png') this.src = '//a.academia-assets.com/images/s65_no_pic.png';" width="65" height="65" src="https://0.academia-photos.com/2593729/816201/89052861/s65_jimmy.jaldemark.png" /></a></div><div class="work-card--author-name-wrapper" style="max-width: 125px;"><a class="u-linkUnstyled u-fw500 u-textTruncate ds2-5-body-sm ds2-5-body-link" href="https://miun.academia.edu/JimmyJaldemark" swp="tc-au-29660804">Jimmy Jaldemark</a></div></div></div><div class="work-card--no-attachment-details"><div style="font-weight: 700; font-size: 14px;">Abstract</div><div class="work-card--abstract js-swp-splash-abstract">Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles published 2009–2014 with the aim to examine how mobile devices are applied to bridge the boundaries of space and time in higher educational settings, and thereby supporting networked learning for the campus classroom as well as the online student. A search in major databases for English language journal articles was conducted with phrases “mobile learning” and “higher education”. We found 109 articles indicating some form of bring-your-own-device (BYOD) philosophy. Categorizations were made primarily based on the abstracts. About 85 per cent of the articles were empirical in nature. Another eight per cent were theoretical and/or argumentative. The remaining articles were reviews, method development or meta-analyses. Subjects of study in the empirical articles were primarily students, but also faculty or a combination of those appears. Geographically, most studies are concentrated in the English-speaking parts of the world, although for instance Sub-Saharan Africa could benefit from development in this area. Not surprisingly, the top three countries by number of publications are USA, UK and Australia. About a third of the articles did not deal with the dimensions of time and space explicitly. Several of the non-empirical articles are among them, and so are a group of empirical articles that examined behavioural intents, perceptions, and attitudes amongst students and faculty. The principal phenomena studied with respect to the bridging of time and space was social media, the most common variety being podcasting, followed by text- and instant-messaging and social networking. Another group addressed how learning management and support systems could be developed to better support flexibility in time and space, or attitudes, intentions and perceptions regarding mobile learning implementations. Results indicate a shift from teacher-centred content delivery approaches towards student-centred communicative approaches. Recent improvements in network infrastructure and device usability seem to afford this development for teachers and students alike. However, a more thorough analysis of the material is required to validate such a claim.</div></div><div class="request-upload--container"><p class="request-upload--title">Marcus Sundgren hasn't uploaded this conference presentation.</p><div class="request-upload--info-text"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="info-circle" class="request-upload--info-icon svg-inline--fa fa-info-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M256 8C119.043 8 8 119.083 8 256c0 136.997 111.043 248 248 248s248-111.003 248-248C504 119.083 392.957 8 256 8zm0 110c23.196 0 42 18.804 42 42s-18.804 42-42 42-42-18.804-42-42 18.804-42 42-42zm56 254c0 6.627-5.373 12-12 12h-88c-6.627 0-12-5.373-12-12v-24c0-6.627 5.373-12 12-12h12v-64h-12c-6.627 0-12-5.373-12-12v-24c0-6.627 5.373-12 12-12h64c6.627 0 12 5.373 12 12v100h12c6.627 0 12 5.373 12 12v24z"></path></svg><p class="no-margin hide-on-small-mobile">Let Marcus know you want this conference presentation to be uploaded.</p><p class="no-margin hide-above-small-mobile">Ask for this conference presentation to be uploaded.</p></div><button class="work-cover--request-pdf-button small js-request-pdf-button hide-on-desktop"><svg style="width: 14px; margin-right: 8px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="envelope" class="svg-inline--fa fa-envelope fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M502.3 190.8c3.9-3.1 9.7-.2 9.7 4.7V400c0 26.5-21.5 48-48 48H48c-26.5 0-48-21.5-48-48V195.6c0-5 5.7-7.8 9.7-4.7 22.4 17.4 52.1 39.5 154.1 113.6 21.1 15.4 56.7 47.8 92.2 47.6 35.7.3 72-32.8 92.3-47.6 102-74.1 131.6-96.3 154-113.7zM256 320c23.2.4 56.6-29.2 73.4-41.4 132.7-96.3 142.8-104.7 173.4-128.7 5.8-4.5 9.2-11.5 9.2-18.9v-19c0-26.5-21.5-48-48-48H48C21.5 64 0 85.5 0 112v19c0 7.4 3.4 14.3 9.2 18.9 30.6 23.9 40.7 32.4 173.4 128.7 16.8 12.2 50.2 41.8 73.4 41.4z"></path></svg>Request PDF</button></div></div></div></div><div class="related-content-container--mobile"><div class="mobile-ri-container--header-small"><p class="ds2-5-body-md-bold">Related topics</p></div><div class="mobile-ri-container--header-medium"><h4 class="ds2-5-heading-sans-serif-sm">Related topics</h4></div><div class="sidebar-redesign--ri-container" data-impression-entity-id="29660804" data-impression-entity-type="2" data-impression-source="loswp--mobile-research-interests"><style type="text/css">.related-research-interest--pill { box-sizing: border-box; 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