Abstract

Student Bring Your Own Device (BYOD) expectations in higher education are ubiquitous. Colleges are tasked with creating policies that ensure they can effectively support students using their own devices. However, depending on the students an institution serves, its BYOD policy may require unique inclusions. Many of today’s continuing education students are nontraditional, characterized by one or more criteria including commuting, working, attending part-time, being first-generation, and/or an adult learner. These traits can present academic challenges that could impede development of successful BYOD policies, especially at colleges that primarily serve nontraditional students (i.e., nontraditional colleges). To identify whether specific additions, with respect to nontraditional colleges and students, should be included in relevant BYOD policies, this study analyzed student experiences with BYOD at an institution with an entirely nontraditional student population. Student challenges with BYOD were further defined based on age and first-generation status. The study used a mixed methods approach with data gathered from the same survey instrument. Although results revealed most students had positive experiences using their devices, concerns were shared regarding affordability and compatibility. Frustrations related to infrastructure limitations and accessibility of support were also expressed. Hypothesis tests revealed a significantly smaller proportion of adult learners found their device to be sufficient for learning when compared to traditionally aged learners (p < 0.05). The data also reflected a greater lack of digital literacy among adult learners. These findings lead to several important considerations for nontraditional colleges implementing BYOD policies and supporting students using their own devices for learning.