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Despite the debates about what actually BYOD means (Sharples et al. 2014), for the purpose of this paper, it refers to the notion of students using their own devices in teaching and learning (Johnson et al., 2015). In addition, although such practice started in the 1980s with students bringing laptops to university campuses (Crompton, 2013), there are different opinions of whether BYOD encompasses this tool. Traxler (2010) and Pegrum, Oakley and Faulkner (2014), for instance, see mobile devices as including mobile phones, smart phones, PDAs, tablets and digital media players. These devices are distinct from laptops as they offer a high degree of mobility and flexibility (Pegrum et al., 2014).
The BYOD model presents several challenges to higher education (Santos, 2015). One challenge relates to classroom disruptions. Students may, at any time, visit websites not related to the content of the lesson or check email that disrupt or distract them or their peers (Tal & Kurtz, 2014). Due to disruptions, instructors may show reluctance to allow BYOD in the classroom (Langmia & Glass, 2014; Thomas & O’Bannon, 2013).