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CLOUD COMPUTING
AND BRING YOUR
OWN DEVICE (BYOD)
IN HIGHER
EDUCATION:
BENEFITS AND
CHALLENGES
EMERGING TECHNOLOGIES IN
EDUCATION
TEACHING AND LEARNING
Kendra Ketchum & Madhav Chandra
Information Technology Department
Texas Wesleyan University
ABSTRACT:
This study aims to investigate the
benefits and challenges of Cloud
Computing and Bring Your Own Device
(BYOD) in Higher Education. The
review will focus on the best practices
and challenges faced by organizations
that have implemented cloud sourcing
and BYOD in efforts to save money.
Cloud computing is a service for
delivering computer hardware, software,
applications, and even entire data centers, on the Internet instead of having to spend a
capital investment to offer those services locally. In this review, we will evaluate cloud
computing from four perspectives: Data Security, Faculty Training, Teaching/Learning,
and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and
has significant value for educators and students. In reviewing BYOD, we will evaluate
and focus on the following perspectives: Policy Creation, Data Security & Network
Reliability, User Education & Support and Teaching & Learning. With the increasing
interest in academia for the use of innovative technologies, this examination will be
useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing”
and “BYOD” can create a better learning experience, both in and out of the classroom.
Highlighting the lessons learned during implementation will be beneficial for Information
Technologists in efforts to provide a path for successful adoption and use while
demonstrating the current trends, educational benchmarks for use, and future needs in
research and development in both “Cloud Computing” and “BYOD” in Higher
Education.
INTRODUCTION
Technology development is rapidly advancing and the use of mobile technologies has
become more common in the workplace. In addition to mobile technologies such as smart
phones and tablets, applications are being developed, hosted or even offered as a service.
These advancements, combined with the expectations of today’s students for using
mobile devices in the classroom, more higher education institutions are developing plans
to provide network access for these devices (Bicen, Huseyin, Özdamli, 2012).
“Devices with the likeness of the Android phone, iPad, and
Xbox Kinect may soon appear in college classrooms,
according to a recent report on emerging technologies in
higher education.” (FoxNews, 2012)
Higher Education has evolved tremendously in the last ten years and with that, educators
and administrators are seeking innovative solutions to provide technology services to
constituents. Two of the common trends that are proving to have a considerable impact
on budgets and operations are “Cloud Computing” and “Bring Your Own Device
(BYOD)”. Conceptually, both of these technologies will provide a broad range of
opportunities for faculty, staff, and students to explore, learn, and further transform the
world we live in.
WHAT IS “CLOUD COMPUTING”? As the Internet has evolved, cloud computing provides a means through which
computing power, infrastructure, applications, and even business processes can all be
provided to customers as a service, lowering the capital and operational expenditures on
providing the same services “in house”. Cloud computing provides a solution that has
been referred to as “a shift in the geography of computation” (Hayes, 2008). While there
are numerous definitions, understanding the concepts is the focus of Educause’s 7 Things
You Should Know: “Cloud computing is the delivery of scalable IT resources over the
Internet, as opposed to hosting and operating those resources locally, such as on a college
or university network” (2009). So, what does cloud computing look like in the real world
of Higher Education? Simply put, universities are lowering their operational costs by
moving services such as hardware, software, infrastructure, applications and even
personnel, to the “cloud” or service provider and accessing them over the Internet while
paying for the service using a subscription model that is typically based on utilization
(School Leadership Today, 2012).
Cloud computing technologies such as Google Docs and Microsoft Office 365, have the
potential to enhance instructional methods while application features like file sharing and
online publishing are prompting departments of education across the nation to adopt these
technologies (Denton, 2012). File storage and sharing are the most popular cloud services
with storage sites such as Dropbox, Google Drive, Cloud Drive, Sky Drive, ADrive,
Amazon Cloud Drive and Zumo Drive offering Gigabytes of storage options. Document
creation and sharing are also widely used with technologies such as Google Docs,
MicrosoftLive@Edu, Zoho, and even web-services for educators such as Google Scholar,
RSS Feeds, and Zotero.
WHAT IS “BRING YOUR OWN DEVICE” Bring Your Own Device (BYOD), enables staff, faculty, and students to bring personally
owned mobile devices such as laptops, tablets, and smart phones to their workplace and
classrooms, and use those devices to access privileged university information and
applications (Bradley, 2011). While Students have been bringing their own devices to
college for years now, allowing faculty and staff to do the same really has brought BYOD
into the spotlight. More universities are venturing into the BYOD era in hopes of
lowering their operational budgets by not having to purchase computers, software
licenses, and the like, yet; still provide the same level of service and security while those
devices are accessing university resources.
Several factors are contributing to the popularity of encouraging students to bring their
own personal technologies and use them for learning. Johnson mentions the three main
factors in his article “On Board with BYOD”: (1) Tablets, netbooks, laptops, multi
purpose e-book readers, and smartphones have become affordable for an increasing
number of families. (2) More adults are experiencing the power of information access in
their own lives. (3) Teachers are becoming aware of applications and teaching strategies
that use personal technologies to increase student interaction (Doug Johnson, 2012).
RESEARCH QUESTIONS
This literature review will respond to the following research questions:
1. What are the main benefits and challenges in the implementation of Cloud
Computing in Higher Education?
2. What are the main benefits and challenges in the implementation of BYOD
(Bring Your Own Device) in Higher Education?
METHODOLOGY: LITERATURE REVIEW
The emphasis of the literature review will be on the research investigations: benefits and
challenges in the implementation of “Cloud Computing” and “BYOD” in Higher
Education.
With a commitment towards accuracy and relevance towards use in Higher Education,
we examined various online databases, including ERIC, Education Source, Academic
Source Complete, and other multidisciplinary or specialty journals. For the first research
question targeting cloud computing we used a phrase combination of the following
words: cloud, computing, higher, education. For the second research question targeting
BYOD we used a phrase combination of the following words: bring, your, own, device,
higher, education.
Given the emerging nature of these fields, we took into consideration only articles
published after 2008. We selected the articles in this review based on a close reading of
each article’s Abstract. We selected 13 articles for cloud computing and 13 articles for
BYOD. One major obstacle encountered is the lack of research in these emerging fields.
Most of the papers chosen were published after 2011 and some of them targeted the
education field in general and not just higher education.
The studies were reviewed using quantitative methods, qualitative methods, meta-
analysis, and mixed methodologies. Due to a lack of raw data, qualitative research is the
major research methodology used in this literature review.
When reviewing cloud computing we will take into consideration the four major
perspectives - (1) Data Security, (2) Faculty Training, (3) Teaching and Learning and (4)
Costs- while also analyzing the correlations with the 5 main features of “Cloud
Computing” - (1) File Storage, (2) Synchronized Files, (3) Creation of Documents, (4)
Collaboration, and (5) Web-Services for Educators.
When reviewing BYOD we will focus on the four major perspectives - (1) Policy
Creation, (2) Data Security, (3) User Education and Support and (4) Teaching and
Learning. We will identify any potential connections with the factors that are contributing
to the popularity of encouraging students to bring their own personal technologies and
use them for learning: (1) Tablets, netbooks, laptops, multi purpose e-book readers, and
smartphones have become affordable for an increasing number of families. (2) More
adults are experiencing the power of information access in their own lives. (3) Teachers
are becoming aware of applications and teaching strategies that use personal technologies
to increase student engagement (Doug Johnson, 2012).
LITERATURE REVIEW
CLOUD COMPUTING: BENEFITS AND CHALLANGES
Is it any wonder that the forecast is calling for clouds? It's a perfect storm out there, with
powerful forces reinventing the IT landscape in higher education. On one side,
devastating budget cuts are pushing IT departments to identify realistic cost savings. On
the other, the explosion in mobile devices is pressuring IT to provide anytime, anywhere
computing with no downtime. And finally, there's data—a flood of never-ending data—
that needs to be stored securely and analyzed (O'Hanlon, Schaffhauser, 2011).
“Cloud computing is a significant alternative in today’s
educational perspective.” (Miseviciene, Budnikas,
Ambraziene, 2011)
The economies of scale, no capital expenditures, and on-demand services are three
primary reasons higher education is examining the use of cloud computing (Skiba, 2011).
With its emphasis on the delivery of low-cost or free applications anywhere on the
Internet, cloud computing is a promising prospect for educational institutions faced with
budget restrictions and an increase in mobile student population (Johnson, 2011). It is
widely accepted now in higher education that cloud computing has the capacity to
improve teaching quality and to enhance instructional methods while lowering costs.
Cloud-based applications are becoming extremely appealing for universities across the
nation. There are some early birds that have already adopted this still very young
technology but their feedback is divided. Nobody contests the major benefit that cloud
computing brings in the classrooms and the decrease in costs, but there are major
challenges encountered when it comes to faculty training and data security.
A survey conducted by Nagel involved 1200 organizations (2010). The results placed
Higher Education in second with respect to adoption of cloud technologies. The survey
showed that “the vast majority of higher education institutions are using some form of
cloud technology, though most don’t seem to know it.” 34% of respondents identified
their institutions as cloud adopters, “but a full 82% reported that their institutions use one
or more technologies that are based in the cloud”. The top five services across all the
organizations are Gmail, 34%; Google Docs, 29%; Microsoft Live Meeting, 29%;
WebEx, 28%; and GoToMeeting, 24%. For higher education, 76% of the universities that
participated in the study had average savings of 21%. As identified by the study, the top
three roadblocks to cloud computing were: security (41%), costs (40%), and privacy
regulation/requirement compliance concerns (26%), (Skiba, 2011).
Arizona State was the first to do a large-scale student deployment of Google Apps for
Education, the cloud-based set of online e-mail, collaboration, and productivity tools
(O'Hanlon, Schaffhauser, 2011). Some other examples of universities that have already
implemented Cloud Computing are University of Illinois (Cloud Testbed), University of
Wisconsin at Madison (Open Sciences), North Carolina State University (Virtual
Computing Lab), and Thomas Edison School of Nursing (various services). Texas
Wesleyan University also utilizes cloud services for library catalogs; subscription based
services, and is currently researching the ability to provide email services for alumni in
the cloud.
One of the benefits of cloud computing noted by Miseviciene is the release of the
institution from data management, while reducing costs. According to the same author,
the cloud also offers a range of online tools and services that provide secure
communication and collaboration capabilities and it lets both the teachers and the
students the access to share and publish documents, class calendars, web pages, and the
like(2011).
In a study conducted by Aaron and Roche at the end of the 2011-2012 academic year;
113 undergraduate students were surveyed within the department of Computer Education
and Instructional Technology (CEIT) at Near East University. The results showed that
85.4% of the students used cloud-computing applications and 14.6% never used any.
According to the research, the students use cloud services because of their interest in and
their need to collaborate on documents, images, presentations, audio and video as well as
shared resources such as online libraries and research documents.
In the same research Aaron and Roche also surveyed faculty members. They were asked
about their current uses, future uses they are considering, and their concerns about cloud
computing. Of the 80 respondents, 28% (approximately one-third) identified themselves
as cloud computing users while the remaining 52% self-identified as nonusers. 61% of
the respondents mentioned they use the cloud to store lecture notes. With regard to
collaboration features—write or create reports with others, create presentations with
others, work on research with others—less than one third of the respondents expressed
interest. Regarding the creation of documents, results indicated interest by fewer than half
of the users. Responses by nonusers indicated interest in all four categories—file storage,
creation of documents, synchronization of files, and collaboration. Faculty members
expressed concern in a variety of areas including security, privacy, property rights, access
to the Internet, reliability, academic standards, ability to learn these new skills, and time
to learn these new skills.
DATA SECURITY
Some schools already use Cloud services such as Google Docs, Google Mail,
MicrosoftLive@edu and other hosted services. Yet few schools have moved all of their
systems to the “cloud” (The Rise of the Computing Cloud, n.d.). In cloud computing, a
data center holds information that end-users would more traditionally have stored on their
computers. This raises concerns regarding user privacy protection because users are now
storing organization data outside of their normal infrastructure (Capek, 2012).
In Higher Education, FERPA regulations state “generally, schools must have written
permission from the parent or eligible student in order to release any information from a
student’s education record”. Education records are currently defined as records that are
directly related to a “student” and maintained by an “educational agency or institution” or
by a party acting for the agency or institution (Diaz, 2011). All these regulations put more
pressure on the importance of cloud security. Even when students’ information is stored
on the cloud the university is responsible to secure their data.
According to a recent global survey (conducted in May 2011), 1200 responsible persons
from the USA, Great Britain, Germany, India, Canada and Japan (from companies with
more than 500 of employees) conducted by Trend Micro, revealed uncertainty and
concerns about their journey to the cloud. In this global survey almost half (43%) of those
persons responsible for making decisions on corporate IT in the past 12 months recorded
errors or problems in securing their data in the cloud (Capek, 2012). The major
complaints that users voiced when using cloud technologies refer mainly to the need of
encryption, the necessity for more knowledge about the cloud, and guaranteed security
(many cloud providers do not guarantee security due to the continuous hacking danger).
As of today, the cloud is not 100% secure and transferring data to a third party for hosting
in a remote data center, not under the control of the institution, presents a risk;
institutions are afraid that remote connections might pose security threats to them and to
their company. The reality is that once the University data is in the cloud it is at the
mercy of a third-party company (Miseviciene, Budnikas, Ambraziene, 2011).
In the article “The Rise of the Computing Cloud” the authors give some
recommendations for universities that are preparing to adopt cloud technologies. These
recommendations also identify additional costs that should be considered when making
the decision to migrate to the cloud. According to them, the major steps a university
should take before adopting cloud computing should be (2011):
Bring machines up-to-date where security patch levels remove vulnerabilities.
Avoid giving compromised machines access thereby negating any controls in place.
Segment users with differing trust levels.
Identify the fundamental issues of multi-tenancy – who are your neighbors and can
they jump your fence?
Treat the network as public - you can’t manage your ‘neighbors’, so this is
something you must accept.
Consider what additional products you may need. For example, data encryption
solutions, which hold the keys outside the cloud, or software, which builds security
into the virtual machine.
FACULTY TRAINING
A major topic of discussion that seemed consistent throughout the research from
university’s that have implemented cloud computing is the need for faculty and staff
training. “Encouraging or requiring faculty members to complete some training before
delivering a technology-mediated course, especially as it relates to the use and role of
technology, are important first steps” (Diaz, 2011). Johnson Et. Al. mention that teacher
learning and teacher usage are services of the IT Department meaning that the
responsibility of training faculty members will directly fall under the internal tasks of the
IT Training Department (2011). This is training on the uses of the application, not the
injection of the technology into the pedagogy methods, which is typically handled by the
academic administrative staff.
According to Schaffhauser, the top challenge when implementing classroom technology
on campus is the faculty's inability to use it. It isn't simply a lack of professional
development holding back instructors either. Eight out of 10 institutions provide some
form of tech-specific training. The problem is that the training is too general for specific
disciplines to use and that those doing the training don't always have experience in using
technology in the classroom. Unless instructors both understand and endorse cloud
computing as a means of software delivery, students will probably not understand the
benefits from the system (Johnson, 2011).
In a study conducted by Thomas and Parker, the topic of changing to another type of IT
Technology elicited a spirited response from most faculty members (2011). One faculty
member would not want to change because of his upcoming retirement while another
believed that younger faculty members are more flexible users. Some said that they
would be open to change if they had a compelling reason while another adamantly stated
they would not want to change at all. When it came to the support needed when changing
IT Technologies some faculty members said that they did not need any additional support
while others stressed the importance of having more comprehensive training in the form
of a 24 hour support line, chat capabilities and written documentation.
The data is not uniform in this area. In a survey administered by Adam and Roche in
2012, faculty members were asked if learning cloud technologies would be a problem or
concern for them. Just 5.5% responded that they have some concerns in adapting/learning
this emerging technology. The major issue remains that the university must provide the
appropriate learning venues for faculty and educators.
For the past few years, instructors have been incorporating cloud-based teaching and
learning technologies into their courses, often with little or no thought about the privacy
implications of having student work in an online, sometimes open environment.
Institutions and faculty members need to be cognizant of FERPA requirements and
determine how to interpret them for their classes, as well as develop ways for instructors
to structure assignments in such a way that supports course objectives and innovation
(Diaz, 2011). FERPA training should always be incorporated in faculty cloud training.
When implementing cloud technology in Higher Education, Diaz recommends
assembling a local institutional team including individuals from the faculty, instructional
technology design, information technology, student body, and administration to collect
information and make decisions involving support for faculty members (2011). Before
launching initiatives, Diaz recommends that the university consult with and involve
individuals who can advise and offer support around policy issues relating to intellectual
property, FERPA, and copyright. Another major point is to periodically explore
alternative solutions that can support the faculty in their learning-discovery process.
TEACHING AND LEARNING
In a case study noted by Deaton from Seattle Pacific University it was shown that cloud
computing does enhance instruction. The authors introduced cloud computing in a
graduate business class focusing on Google Docs. According to the case study
cooperative learning and constructivism was augmented during the test semester and
students’ response and feedback was extremely positive. Students overwhelmingly
indicated that their understanding of concepts was enhanced as a result of learning
through cloud computing technologies.
As an ecosystem, GoogleApps for Education revolves around a core set of web
applications with full customer support, including Gmail, Docs and Spreadsheets,
Calendar, Contacts, Groups, GTalk, Google Wave, Video and Sites. In addition to these
applications, users now have access to all of the service features previously only available
to users with a standard Google account (examples include Reader, Bookmarks,
FeedBurner, Orkut, YouTube, Picasa and Blogger), where these applications are
“switched on” by the system administrator (Stevenson, Hedberg, 2011).
Deaton also explains some of the new learning activities that can be introduced in the
classroom after incorporating cloud computing (2011). For example group projects or
project-assisted writing can be taken to the next level. Google Docs allow users to share
and simultaneously edit documents, while keeping a digital record of team member
contributions over time, and the instructors’ feedback in planning, drafting, and revising
the project. Likewise, results are readily displayed in Google Sites or Blogger. Also, there
are a number of features available through Google Docs that are ideal for engaging
students in peer assessment while at the same time, facilitating communication with the
instructor. For example, users can share files for viewing and editing, make comments,
chat while working, and create specific forms (surveys, inventories, and tests) to gather
and share feedback. Users can publish forms online, or solicit participation through email
notification. Using Google Presentations instructors can allow students to provide
feedback regarding the lecture or even to participate in the build-up of the next lecture by
posting specific topics of interest. Especially in the graduate classroom, where most of
the students are already employed in a variety of fields, bringing up specific interests to
the instructors’ attention can prove to be crucial for the success of the overall class.
Google Presentations can also be used to engage students in classroom discussions or
group reflection. Similar to the previous strategy, an instructor can use Google
Presentation to assign one slide to each student for showing a response or a thought on a
specific idea. Students use the slide and write at the same time, and then present the
results to the whole class. Google Drawing is an opportunity to represent information
visually. For example, students can draw a flow chart to show steps for solving a problem
or completing a task. Similar to previous strategies, students can create these diagrams
collaboratively, through the sharing function, or publish them online as a web page.
Google Forms is a convenient way for instructors to gather data to gauge student
progress, classroom climate, or both. A form can be published online as a standalone web
page, or embedded into a learning management system such as Blackboard or Moodle.
Results from Google Forms are automatically downloaded as a Google Spreadsheet for
analysis. Assessment rubrics consist of columns and rows showing criteria and levels of
achievement. An instructor could use Google Forms to gather input on scoring criteria
and then create a rubric from this information, with student help.
Cloud providers also offer email services with long-term e-mail addresses and other
applications that students/faculty/staff can use to collaborate and communicate online
(Miseviciene, Budnikas, Ambraziene, 2011). Typically cloud providers are able to offer
more storage space for email and provision the account for a lifetime, a service that is
cost prohibitive for many higher education institutions, due to the high cost of local
storage and administration.
Nowadays professors teach in various classrooms and the cloud has become their best
friend. Instructors can store presentations, in-class exercises, assignments, and projects in
the cloud. Aaron and Rouche noted that these materials created either at home or in the
office are now easy to access (2012). The same is true for materials created in class such
as modified lecture notes, student responses, group projects, and even attendance records.
When attending professional conferences and other off-campus meetings, all work can be
accessible from the cloud.
From another point of view, students have the same benefits. They can access their
homework in the classroom, they can continue their work from home or anywhere with
an Internet connection and they can easily store everything that was discussed during a
group project meeting. The cloud is the highway between home, school, Starbucks, the
park, or whatever other location the students choose to use when preparing for their
classes. The cloud means freedom of location and ideas for both students and faculty.
Google Scholar provides a simple way to broadly search for scholarly literature. From
one place, you can search across many disciplines and sources: articles, theses, books,
abstracts and court opinions, from academic publishers, professional societies, online
repositories, universities and other web sites (Google Scholar, 2013). The results showed
that Google Scholar yielded more scholarly content than library databases, with no
statistically significant difference in scholarliness across disciplines (Aaron, Rouche
2012). Instructors and students alike are interested in many websites whose content
changes on an unpredictable schedule. Repeatedly checking each website to see if there is
any new content can be very tedious. RSS is a better way to be notified of new and
changed content. Notifications of changes to multiple websites are handled easily, and the
results are presented to you in a well-organized and distinct email (What is RSS, n.p.).
There are many other “cloud tools” that can be very helpful for educators. Google
Calendar can manage schedules; Google Translate can translate web pages; iGoogle
enables users to create web pages; Google Alerts will deliver notice of the latest Google
material that correlates to a user’s search terms. Other cloud-based services popular
among faculty are web page annotators and social bookmarking services. It can be
extremely helpful to be able to add your own comments to a web page (Aaron, Rouche
2012).
COST
The value proposition that underlies cloud computing is that an organization does not
have to pay the upfront costs of hardware, software, networks, training, and other
infrastructure elements. The service addresses peak utilization periods and support
downtime. In addition, maintaining skilled technologists to support in-house technologies
decreases. If implemented correctly “cloud computing could be a technological
innovation that both reduces IT costs for the college/university and eliminates many of
the time-related constraints for students, making learning tools accessible for a larger
number of students (Johnson, 2011).
Cloud computing offers more flexibility in matching IT resources to business functions
than past computing methods. It can also increase staff mobility by enabling access to
business information and applications from a wider range of locations and services
(Cisco, 2013). Other benefits mentioned by CISCO are Scalability, Redeployment of
Staff, and Sustainability. Organizations using cloud computing need not scramble to
secure additional higher-caliber hardware and software when user loads increase, but can
instead add and subtract capacity as the network loads dictate. By reducing or eliminating
constant server updates and other computing problems and by cutting expenditures of
time and money or application development, organizations can focus IT personal on
higher-value tasks.
Cloud computing allows energy efficient centralization of infrastructures and helps to
reduce IT costs; servers provide software applications and operating the systems through
Internet access, rather than having them installed and maintained on each platform
separately in a local datacenter (Miseviciene, Budnikas, Ambraziene, 2011).
”The 76% of higher education cloud users have reduced
the cost of applications moved to the cloud, with an
average savings of 21%.” (O'Hanlon, Charlene, and Dian
Schaffhauser, 2011)
While most of the apps that are used in education are free of charge there are some
solutions that have a monthly/yearly subscription. “Microsoft Office 365 is a subscription
service that is geared toward two markets: small business and education.” (Aaron, Roche,
2011). “Zoho is an extensive cloud-based suite of applications that is free for personal
use but offers pricing plans for institutions. The suite is divided into three categories:
Collaboration Applications - Chat, Docs, Discussions, Mail, Meeting, Projects, Share,
Wiki Business Applications - Assist, Books, Challenge, Creator, CRM, Invoice,
Marketplace, People, Recruit, Reports, Site24x7, and Support; and Productivity
Applications—Calendar, Notebook, Planner, Sheet, Show, Writer, Zoho for Microsoft
SharePoint, Zoho Plug-in for Microsoft Office” (Aatron, Roche, 2011).
With the many benefits of file storage in the cloud, the popularity of storage sites has
increased tremendously. More and more universities are migrating their student email
accounts to the cloud and are reducing the internal license fees to maintain those accounts
as well as fees associated with supporting those accounts. One trend to note, when it
comes to the cloud, there is a lot of competition. There are a variety of providers that
challenge each other to offer better and better offers for file storage. Aaron and Roche
present a very comprehensive price list, see table below:
(Table 1, Aaron, Roche, 2011)
In the article “Rise of the Cloud Computing” the authors offer a cost efficient cloud
implementation plan for higher education institutions (n.p.). The authors stress the
importance of the knowledge, wisdom and experience of the ICT Academic Senior
Managers and the ICT Technical Leaders. “Many schools have ICT infrastructure which
will need a major upgrade in the immediate future”. The authors recommend a gradual
approach - to choose the cloud for one or two solutions and then expand as the school
develops experience and capability in its use. When planning an ICT strategy universities
have to consider how the technical team may need to develop skills in management of
these offsite services as well as how the team will be deployed to support the student and
faculty user. Universities also have to consider investing in Internet bandwidth, as
multiple connections to wide scale Cloud services requires a substantial amount of
bandwidth (The Rise of the Computing Cloud, n.p.).
A notable advantage of cloud computing within higher education is the immediate
reduction in software licensing costs, which is very important in financial hard times (The
Rise of the Computing Cloud, n.d.). Traditional licensing involves high costs for
universities, as Enterprise license agreements address each user of the software
individually, however; hosted software subscriptions are much more affordable because
the investment is not in buying the software, but rather using it and paying as you use it.
The cloud also has the advantage of shared management and technical resources, which
lowers the need for highly skilled, technical staff
BENEFITS & RISKS
Along with the substantial benefits of cloud computing there are some potential pitfalls
that can impede usefulness and cause substantial frustration. One concern is the prospect
of uncontrollable downtime, which will vary by provider, and can occur as server
maintenance is performed or as unforeseen outages occur. Because software is accessed
remotely, there may be a perceived or actual lack of control over when it will be available
for use (Johnson, 2011).
Carnegie Mellon University has developed a useful overview of some of the challenges
higher education will face in adopting cloud computing:
Data privacy: Users do not have control of know where their data is being stored.
A universal set of standards and/or interfaces have not yet been defined, resulting in
a significant risk of vendor lock-in.
Access to the cloud is done via the Internet, introducing latency into every
communication between the user and the environment.
Existing cloud infrastructures leverage commodity hardware that is known to fail
unexpectedly.
Cloud computing features are also ideal for developing computer labs, which require a
variety of computing resources and frequent updates. Some of the difficulties of
developing physical computer labs may be resolved by using the cloud computing
technology, which provides some promising features to reduce the cost and ease the
complexities of physical computer labs (Chao, 2011).
CLOUD COMPUTING AND BYOD –WHY SHOULD WE IMPLEMENT
THEM TOGETHER?
Uzunboylu & Ozdamli’s study results demonstrated that teachers want to use mobile
learning applications to support traditional education (2011). The cloud computing
services enables the learners to access information from their mobile devices or desktop
computers. According to the authors’ research, 51.8% of students use the cloud
computing services on their smart phone, 25.2% on their TabletPC, 15.8% on their
Laptop and 7.2% on their PC. When the results were examined, it was observed that a
majority of the participants use the Cloud computing services via their smart phones and
tablets. Web-based applications are accessible with a variety of computer and mobile
platforms, making these tools available anywhere the Internet can be accessed
(Miseviciene, Budnikas, Ambraziene, 2011).
Given the students’ behavior of using cloud technologies, coupled with the increase in
personal mobile devices, implementing both Cloud services and BYOD parallel of each
other has the potential to increase the success and productivity of teaching and learning
for all those involved.
BYOD
In higher education, the premise of students using their own personal devices is a fairly
accepted practice and began with the rapid adoption of personal computers back in the
late 1980s. However, what is different today is the way in which these devices can be
utilized and the availability of new technologies to rapidly develop communication
platforms, deliver information and provide access to services not previously considered
or envisioned (Probert, 2012).
There is no doubt that this is the era of the Internet beyond our imagination. Nowadays
you can upload pictures straight from your Android Camera, or publish posts on
Facebook from your living room TV. Pens that scan your writing and send the written
information to your personal cloud are a reality even though not long ago they seemed
more like a sci-fi scenario. Smartphones and tablets are becoming a necessity due to their
increased opportunity to handle many aspects of our lives. It is just a matter of time until
the higher education classroom will incorporate all these technologies with hopes of
enhancing learning and minimizing expenses. Some universities across the nation have
already implemented some form of BYOD. The feedback is mostly positive but there are
also challenges in the implementation process. Students are extremely high tech and their
knowledge of new technologies is surprisingly advanced. The major challenge for a
university is to channel students’ attention towards meaningful endeavors and to
overcome the challenges related to policy creation, data security, network reliability, and
user education/support when implementing BYOD.
BYOD and the consumerization of IT “are having a huge impact on higher education
Service Desk operations around the world” (Probert, 2012). Emery noted from Andrus
that in higher education, the ratio of user-to device is no longer one-to-one but one-to-
three or more (2012). For universities and colleges BYOD can improve the quality and
extent of services delivered, enhance productivity for staff and students, and ultimately
increase choice for its community of users all while lowering capital and operational
costs (Probert, 2012).
In a study conducted by CourseSmart in 2012, it was shown that technology has become
a significant part of students’ lives, with many using three or more devices daily. A
majority of students (67%) say they can’t go more than one hour without using some sort
of digital technology (Violino, 2012). Emery made reference to a study involving 209
respondents from over 900 colleges and universities. According to the student
respondents, 87% owned a laptop and 55% owned a smartphone. Of those smartphone
owners, 92% use them to send or receive text messages or take photos, and more than
50% used them for a variety of functions, including email, recording video, playing
games, playing music, and accessing social networking sites. For the majority of
institutions that participated, central IT led the movement and was primarily responsible
for setting the direction for mobile enablement (2012).
Diana Fingal, senior editor for L&L ,brought to our attention Stager’s BYOD concept
and concern: “Stager thinks that expecting students to use their own devices in schools
will actually widen the digital divide because some students will have much better
devices than others, and some will get the school hand-me-down (2012). He also says
that BYOD increases teacher anxiety and diminishes the potential of educational
computing to the weakest device in the room.” Violino also notes that BYOD creates a
host of challenges for college information technology (IT) and administrative staffs.
Among these are information security and privacy, support costs, network capacity, and
bandwidth (Violino, 2012). BYOD may be an economical way to adopt hardware, but
there will be additional cost in network capacity, teacher training, and managing lost,
stolen, or damaged student property (Christopher, 2012).
“Some 90 percent of college students say they save time
studying with technology such as mobile devices, digital
textbooks, eReaders, and tablets, according to a survey of
500 students in the United States commissioned by
CourseSmart, a provider of digital course materials.”
(Violino, 2012)
Universities should involve both faculty and students in discussions about BYOD. After
all, they are often experts and are also the consumers so it makes sense to invite them to
participate. Some universities found that using the university faculty council as a forum
to discuss issues and assist at getting buy-in (Gareth, 2012). The student organizations
should be actively involved and informed about the adoption process as well. They can
actively support the university’s initiative and gather feedback from the student body. An
approach of this nature should increase the successful implementation of BYOD. While
addressing the feasibility of BYOD in higher education, addressing the concerns that
might prevent successful adoption is what much of the research demonstrates.
POLICY CREATION
Probert notes that the most important issue for technologists and administrators to
consider when implementing BYOD is the creation of clear policies that align the use of
personally owned devices to support and enhance classroom-based academic learning. He
also mentions that ensuring that no student is disadvantaged through the lack of available
technology should be a point to consider in the creation of the policy (2012). This is
relevant for staff and faculty as well, ensuring that stipend plans and the like are available
for essential personnel that must have a system in order to perform their jobs.
Emery mentions that the factors relative to policy development include authorized use,
prohibited use, systems management, policy violations, policy review, and limitations of
liability (2012). The policy must consider the multitude of devices that might appear on
the network and ensure familiarity with those devices in efforts to provide technical
support if necessary.
Christopher also recommends addressing in the policy the financial liability for student
devices as well as faculty and staff devices (2012). To this end, the Service Desk also
needs to agree to appropriate support procedures and expectations for BYOD with users
as part of an acceptable use policy (Probert, 2012). The policies should clearly state what
type of operating systems and platforms the university IT Department will support and an
information session should be held on this topic to ensure the understanding of the use of
mobile devices on the University network.
DATA SECURITY AND NETWORK RELIABILITY
These days, many students, faculty and staff members arrive on campus with a notebook
computer, smartphone, an MP3 player and sometimes a tablet, e-reader or other IP-
connected gadget. And they presume that they will be able to use any and all of these
personal devices to access the network and its resources in real time, from anywhere.
Colleges and universities are struggling to meet these expectations (EdTech Magazine,
2012). Moreover, a school's wireless network will need to be evaluated to avoid
connection nightmares (Christopher, 2012). Schools decide to launch BYOD initiatives
and suddenly find their network is not capable of handling the traffic or the huge data
transfer (Koeman, 2012). As mobile learning devices are integrated into the curricula and
campus life, users who have come to think that 24x7 wireless connectivity is a right and
not a privilege and have zero tolerance for a network that slows markedly during peak
usage or becomes unavailable to them (Ed Tech Magazine, 2012). Probert recommends
that the university review and implement appropriate security measures to protect
networks and systems from inappropriate or malicious access and use (2012).
Don Knezek, executive director of the International Society for Technology in Education
(ISTE), notes that starting a BYOD program means making adjustments when it comes to
security, especially protecting a university’s proprietary and secure data. That function,
he says, used to be handled by an effective firewall that kept out unwanted users and their
devices (Schachter, 2012). Where information security is concerned, the college has to
determine to what degree it can manage or control personally owned devices to protect
information assets. To address security concerns, Prince George’s Community College is
rolling out a security awareness program for mobile device users in addition to its
existing acceptable-use policy. The college contracted with Aruba Networks to build a
wireless network on campus modeled on the company’s Mobile Virtual Enterprise
(MOVE) architecture. The upgrade provides a secure connection for users while
maintaining an open connection for campus visitors. Prince George’s Community
College also deployed Aruba’s AirWave Management Platform to track and monitor all
aspects of mobile computing. In addition, the college purchased a connectivity tool from
Cloudpath, which operates a website users can visit to have their BYOD devices
configured to access the college network (Violino, 2012).
Emery mentions that the factors relative to data security include unauthorized access to
sensitive data stored on the device, unauthorized access to data stored on an
organization’s network, attacks from malicious software, and the ability to impersonate
the user (2012). In addition, the ability to control the risk of loss of data due to a
personally owned device being lost or stolen requires the ability of the organization to
provision those devices on the wireless network and control the access if the device is
reported stolen or lost.
Universities should establish role-based authentication and virtual local area networks
(VLANs) that prevent students from accessing internal applications, databases and other
sensitive or confidential data (Ed tech Magazine, 2012). One key to maintaining adequate
security, Knezek and other experts say, is to have multiple networks: one for Wi-Fi
traffic; one for business; one for other secure information for faculty and administrators
only, and one for students and outside users of the Web site (Schachter, 2012). This type
of technical network segmentation will provide a layer of protection between data at
many levels on many devices.
Moreover, many institutions need to upgrade their network capacity and performance by
increasing bandwidth, adding access points, boosting their network management
capabilities and addressing security concerns. Today’s students regularly engage in
bandwidth-intensive activities (including social networking, video-on-demand, video
streaming and multimedia) to meet both academic and personal needs (Ed Tech
Magazine, 2012). Many schools may not consider the need for more access points in their
initial discovery, however; going into the discovery knowing the behaviors of the users
and the devices they are using will help set acceptable benchmarks for implementation.
Students are not just sitting in one place and using their tablets or smartphones, they are
all over the campus (Koeneman, 2012).
New advanced management consoles can help institutions proactively manage limited
bandwidth by providing a universal view of all devices and access points on the network.
These tools also enable the labeling and prioritizing of traffic to better balance the load
during peak usage. Colleges and universities used to concentrate access points in
classrooms, libraries, dormitories and other campus hotspots where students congregated
to study and socialize. But the ubiquity of mobile devices (especially smartphones) in
students’ lives demands anytime, anywhere network connectivity (Ed Tech Magazine,
2012).
According to Ed Tech Magazine and Philip Wegner, universities need to follow a set of
steps in order to maintain the security and reliability of the network before and after the
BYOD implementation (Davis, 2012):
Capacity vs. coverage – Increase the number of access points.
Directory services and device registration – Create a database of user
groups and the devices registered for each user.
Role-based access control – Segment user groups based on roles and limit
their access.
Application-level filtering – Use the latest generation of firewall that has
application-level filtering and control. Locking down the core network by
adding additional firewalls around university financial systems and other
mission critical applications or databases.
Utilizing two-factor authentication, in which both the user and the device
are verified before network entry is allowed.
Providing antivirus and antimalware software for all student, faculty and
staff computing devices.
Scanning devices at their points of entry to ensure they have virus
protection and required patches.
Training students, faculty and staff.
Verifying users’ understanding of these practices and policies via signature
or timestamp.
Relying on virtualization and internal clouds to further protect financial and
personal data.
USER EDUCATION AND SUPPORT
According to the 21st Century Campus Report, the number one challenge campuses face
in their efforts to increase the use of mobile technologies in the classroom is the faculty’s
lack of technology knowledge (Ed tech Magazine, 2012). Instructors will require training
to help them develop and administer content across mobile platforms (Christopher,
2012). If organizations want to embrace and benefit from BYOD, they need to provide
the funding to enable IT and the Service Desk to provide the required services and
support. In addition, the Service Desk should be responsible for the delivery and
maintenance of ‘knowledge-based’ content so students and staff can conduct self-
diagnosis and perform the necessary, ongoing management of their personal devices. The
challenge faced by many Service Desk managers is that they are not being given the
budget or resources to provide the enhanced support services required (Probert, 2012).
Emery states that training should include social media usage, personally identifiable
information, strong passwords, and attention to privacy settings (2012).
When training is initiated, universities are advised to allow a few weeks for training and
break it down into multiple sessions to avoid overwhelming staff. Schnittker believes in
allowing teacher opinions early on to possibly change the programs or protocols that are
used. Also, universities have to consider what students may not know. Even though many
have handheld devices, they often don't know how to use them in an educational setting
(Davis, 2012).
It is extremely important that both student and faculty members feel comfortable with
technology. Some universities address this by offering small training budgets for
continual education once the implementation has occurred. This is an option that will
enable faculty members to explore new learning apps and maybe find something that will
greatly benefit their teaching methods and the students they are teaching.
TEACHING AND LEARNING
Students increasingly see technology as paramount to their academic success and they
expect colleges and universities to support their technology needs and expectations (Ed
Tech, 2012). Mobile tools make learning dynamic and more immediate (Gareth, 2012). A
student might access a course management system from a notebook computer while
studying in the library and then use a smartphone the next day to register for classes or
check a financial aid application (Ed Tech Magazine, 2012). Patrick Laughran stated that
an increasing number of higher education institutions have accepted a “mobile
obligation” to augment a student’s curricular experience by literally meeting them where
they are with the information and technology services most often used (Kendall, Melton,
2012).
Many universities are offering learning initiatives and mobile-services designed to
distribute content and services to mobile devices (Emery, 2012). When students have
mobile access to information, standard assignments become obsolete. BYOD means
students can engage in actual research and create authentic content for sharing with their
peers and beyond (Christopher, 2012). Notably, 31% of students used technology as a
learning tool while in class in 2011, up from 19% in 2010 (Ed Tech Magazine, 2012).
Unlike college students, higher education faculty members lag significantly behind in the
use of mobile devices for teaching and learning. In terms of ownership of a mobile
device, more students own mobile devices versus the faculty. In terms of actual
utilization of mobile devices in the classroom, only 13% of the students surveyed noted
that they were able to use their mobile devices in all of their classes compared to 38%
that noted they were not able to use mobile devices in any of their classes (Kendall,
Melton, 2012). At the University of Tennessee, Knoxville, for example, 27,500 students
and 9,700 faculty and staff members have registered 75,000 devices for use on the
university’s wireless network, which averages out to 2.1 devices per user, some
institutions have reported device-to student ratios as high as 3.5-to-1 (Ed Tech Magazine,
2012). A study presented by Emery shows that a majority of students felt positively about
Mobile-Learning and that it’s a form of learning that should be embraced. However, 26%
expressed concerns about Mobile-Learning replacing the interpersonal interactions
between student, faculty, and the university, and the learning process becoming too
dependent on technology (2012). According to results from the 2011 Campus Computing
Project, 55.3% of public universities have implemented mobile apps or will do so during
the 2011-12 academic year compared to 32.5% in 2010 (Kendall, Melton, 2012).
According to Johnson, the main reason the popularity of BYOD is on the rise is the
increasing affordability of tablets, netbooks, laptops, multipurpose e-book readers, and
smartphones. Furthermore, adults are experiencing the power of information access in
their own lives. Johnson also notes that instructors are becoming more and more aware of
applications and teaching strategies that use personal technologies to increase student
engagement (Johnson, 2013).
Emery presents some successful BYOD stories in Higher Education (2012). California
State University uses personal mobile devices for instruction to connect field
archaeologists with global positioning and geographic information systems software
while on field trips. University of North Carolina developed science and mathematics
education software for mobile devices as part of their curriculum that proved to be a huge
learning enhancer. Eastern Washington University’s uses mobile device software to
conduct assessments, quizzes, and surveys for an increased and more blended delivery.
University of Athabasca (Canada) created and developed a library of mobile device
micro-apps that enhance all aspects of the college experience. Interestingly enough, even
Texas Wesleyan’s wireless infrastructure went through a two year expansion and upgrade
providing mobile access points and connectivity in all academic areas while migrating to
a mail platform that, for the first time, allowed students to use their smart-phones for
more than just phone calls and texting all the while expanding the capabilities in the
classroom for a successful adoption of BYOD. There are more choices than just using a
mobile smart-phone, as more tablets emerge on the market and present an economic,
flexible alternative to laptops and desktops due to their lower cost, greater portability, and
access to apps. Tablets are conducive to engaging in learning outside the classroom, with
a suite of tools for capturing data in real-time and collaborating on projects. Mobile apps
(both for tablets and phones) offer some of the most accessible, convenient, and engaging
ways for people to interact with the kind of campus information that means something to
them (Kendall, Melton, 2012).
The BYOD movement promises easier access to resources such as textbooks and
educational services for students and increased productivity with enhanced collaboration
among faculty and staff (Violino, 2013). According to Ed Tech Magazine, students who
use their own personal devices for anytime, anywhere access will engage more in
classroom activities, collaborate more fully with classmates, communicate with faculty
and learn how to solve problems using the latest skills. Students could become more
engaged in academics because their favorite toys are linked to what they do in school
(2012). The portable nature of these devices means students can extend their learning
activities beyond the classroom. The horizon is full of potential, as students, faculty, and
staff have the opportunity to use their mobile devices in a more meaningful way, both in
the classroom and workplace.
DISCUSSION
Cloud Computing and BYOD are two technology buzzwords that have substantial value
for higher education. As organizational IT budgets are being restructured and reduced,
the innovative offerings of hardware and software as a service, combined with the ability
to support personal mobile devices, seem to be viable choices that can radically reduce
operational and capital expenditures. This movement requires Higher Education to
understand the benefits and challenges in efforts to provide a service catalog and
supportability model if implemented.
CONCLUSION
The overall findings all have a common theme, cloud computing and BYOD will not be
an option in the future but rather a necessity generated by the rapidly changing “digital
student”. The “digital student” is an extremely high tech individual that owns an average
2.5 mobile devices, has a big need for big storage, easy communication, and gate-free
collaboration. Improving teaching and learning is a common goal for organizations that
have been early adopters of these new technologies, as research demonstrates; the
potential to learn is truly unlimited. Due to the mobile movement, resources are available
anytime and anywhere making learning more efficient and more pleasant than ever
before. Both Cloud Computing and BYOD are widely familiar in higher education for the
potential to improve the quality of services, increase productivity, and ultimately
diversify choices for its community of users, all while lowering capital and operational
costs.
The review indicates that a major concern related to both Cloud Computing and BYOD is
data security. Students and faculty alike are concerned around the privacy of their data,
confidential or not, while administrators and IT technologists focus their concern to areas
related to security, policy development, liability limitation, and supportability within the
network infrastructure.
The overall recommendations infer that the best implementation technique is a
progressive one where Cloud services and BYOD are introduced slowly and the user
acceptance comes naturally. A more progressive implementation is one that fosters an
effortless learning curve. It is also noted throughout the articles, training plays a crucial
role in a successful implementation and it has to be immediately followed by continuous
technological support and availability of online diagnostic and maintenance resources. It
is clear from this literature review that, while there are significant issues, the Cloud and
BYOD have much to offer and they will change the education community forever.
LIMITATIONS
While highlighting successful adoptions of Cloud Computing and BYOD, there are
several limitations that the above review has made evident and should be taken in
consideration before making any categorical decisions related to Cloud Computing and
BYOD implementation. A key limitation comes from the subjectivity of the research
method used - literature review. The classification used to select research studies was
based on prior exploration but due to the scarcity of research this classification night not
be completely accurate and the study might have a selection bias. When choosing the
articles for the study we read the abstract and we used our own judgment when making
the selection decision. Each higher education institution will have its own particularities
that are relevant to them and it is to be expected that not all the recommendations
presented in this review will be effective for all higher education institutions.
The review did not adequately present all potential benefits and challenges of BYOD and
Cloud Computing, focusing just on certain areas. The limitation was in part due to the
paucity of research studies. Most of the papers chosen were published after 2011 and
some of them targeted the education field in general and not just the higher education
field. The studies that we reviewed use quantitative methods, qualitative methods, meta-
analysis, and mixed methodologies. More than likely due to a lack of raw data,
qualitative research is the major research methodology in this field. The validity and
reliability of qualitative studies clearly decreases if not supported by quantitative
analysis. Another limitation was generated by our decision to use just our own
interpretation in drawing conclusions. Because of the large set of studies used for this
review there might be complex interactions and conclusions that we failed to present.
FUTURE RESEARCH
As stated previously, the number of descriptive articles about Cloud Computing and
BYOD outnumbered the empirical research in this area. There is a breach in the research
literature due to the lack of quantitative analysis. Future research should be based on
current descriptive articles but should also incorporate measurable exploration that
verifies the validity of the present qualitative studies and shells the gap in research.
First, to meet the unique implementation needs of each category of university, research
should target a specific class of institutions. It is a known fact that aspects related to
technology implementation can follow a different path in private vs. public schools, small
vs. large schools and so on. We cannot generalize with confidence in the findings that
were obtained from research conducted at mixed universities and we cannot infer with
maximum certainty that findings achieved at a public university will apply at a private
university.
As other articles have suggested, there is a need to explore the security gap generated by
cloud computing. At this moment the existing literature presents mixed findings, while
some researchers conclude that the cloud is safe, others bring notable evidence of the
cloud’s multiple security breaches and confidentiality violations. Much research also
remains to be done on topics such as faculty resistance to change, network development
costs when implementing BYOD and Cloud Computing, and Teaching and Learning
adoption of these technologies.
THE IMPACT OF THE REVIEW
With the increasing interest in Higher Education for the integration of these emerging
technologies, this examination will be useful for Educators, Administrators, Information
Technology Staff, and Students to understand how “Cloud Computing” and “Bring Your
Own Device” can create optimal learning experiences inside and outside of the
classroom. Highlighting key benefits and challenges in efforts to provide a foundation to
successful implementation within Higher Education and to pave the way for future
research needs.
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