Abstract—This paper reports and discusses the findings from a study exploring the use of Bring Your Own Device (BYOD) for teaching and learning at a university in Hong Kong. Seventy-one undergraduate students enrolled on an English course participated in the study. A pedagogical framework is proposed to guide the design of BYOD-mediated lessons, and the potential of BYOD pedagogies to support teaching and learning is examined. Learning gains from BYOD-mediated lessons are reflected in students’ assessment results. Some merits and challenges associated with BYOD-mediated learning are emerged from students’ focus group responses. The findings contribute to an expanded understanding of the BYOD experience across educational settings. 
 

Index Terms—bring your own device, pedagogy, technology, teaching and learning, higher education

Cite: Gary Cheng, "Design and Analysis of Bring Your Own Device (BYOD) Pedagogies in Higher Education," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 15-19, March 2018. doi: 10.18178/ijlt.4.1.15-19