Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges

  • Pınar Nuhoğlu Kibar
  • Abdullah Yasin GündüzEmail author
  • Buket Akkoyunlu


Flipped learning is a type of blended learning that reverses traditional conceptions about pre-class and in-class activities. This pedagogical approach offers students the opportunity to exert more control over their learning. However, teachers should monitor whether in-class activities deepen pre-learning. In this paper, we present students’ experiences regarding the advantages, challenges and future preferences of using BYOD in flipped learning. According to students, being allowed to use their own devices in classroom activities provided them a more comfortable learning environment. The model increased their productivity because they were familiar with their personal devices. Students reported that the BYOD model made storing and retrieving files easier, which enabled them to continue studying without remembering settings. However, students identified challenges, such as being required to carry heavy devices and dealing with poor classroom infrastructure. A few students decided they would rather not bring their own devices again due to weight, but the others indicated that they would prefer to participate in BYOD-embedded flipped learning in the future.


Flipped learning BYOD Bring your own device Infographic design In-class activities 



  1. Attewell, J. (2015). BYOD bring your own device. Brussels: European Schoolnet (EUN Partnership AISBL).Google Scholar
  2. Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education,78, 227–236. Scholar
  3. Bailey, J., Schneider, C., & Vander Ark, T. (2012). Funding the shift to digital learning: Three strategies for funding sustainable high-access environments. Tallahassee, FL: Digital Learning Now.Google Scholar
  4. Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In L. Darling-Hammond, B. Barron, P. D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman, G. N. Cervetti, & J. L. Tilson (Eds.), Powerful learning: What we know about teaching for understanding. San Francisco, California: Jossey-Bass/Wiley.Google Scholar
  5. Bergmann, J., & Sams, A. (2014). Flipped learning: gateway to student engagement. Eugene, Oregon: ISTE.Google Scholar
  6. Bruder, P. (2014). Gadgets go to school: The benefits and risks of BYOD (bring your own device). Education Digest,80(3), 15–18.Google Scholar
  7. Cheng, G., Guan, Y., & Chau, J. (2016). An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education. Australasian Journal of Educational Technology,32(4), 1–17.Google Scholar
  8. Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill.Google Scholar
  9. Education, A. (2012). Bring your own device: A guide for schools. Edmonton, AB: Alberta Education.Google Scholar
  10. Engelhard, C., & Seo, K. K.-J. (2012). Going from obsolete to innovative: Empowering problem-based learning with online social media. In K. K.-J. Seo, D. A. Pellegrino, & C. Engelhard (Eds.), Designing problem-driven instruction with online social media. Charlotte, NC: Information Age Publishing.Google Scholar
  11. Falloon, G. (2015). What’s the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education,84, 62–77. Scholar
  12. Flick, U. (2009). An introduction to qualitative research (4th ed.). London: Sage.Google Scholar
  13. Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments,25(8), 983–995. Scholar
  14. Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education,2, 449. Scholar
  15. Johnson, L., Becker, S. A., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K (pp. 1–52). Austin: The New Media Consortium.Google Scholar
  16. Johnson, L., Becker, S. A., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 higher education edition. Austin, TX: The New Media Consortium.Google Scholar
  17. Kibar, P. N., & Akkoyunlu, B. (2014). A new approach to equip students with visual literacy skills: Use of infographics in education. In S. Kurbanoğlu, S. Špiranec, E. Grassian, D. Mizrachi, & R. Catts (Eds.), Information literacy. Lifelong learning and digital citizenship in the 21st century (Vol. 492, pp. 456–465). Berlin: Springer.CrossRefGoogle Scholar
  18. Kong, C. S., & Song, Y. (2015). An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education. Computers & Education,88, 227–240. Scholar
  19. Learnovation. (2009). Inspiring young people to become lifelong learners in 2025. Vision Paper 1. Brussels, MENON, pp. 1–12. Retrieved from
  20. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.Google Scholar
  21. Organisation for Economic Cooperation and Development. (2006). Schooling for tomorrow: Personalising education. Paris: Organisation for Economic Cooperation and Development.Google Scholar
  22. Parsons, D., & Adhikari, J. (2016). Bring your own device to secondary school: The perceptions of teachers, students and parents. The Electronic Journal of e-Learning,14(1), 66–80.Google Scholar
  23. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  24. Rajesh, M. (2015). Revolution in communication technologies: Impact on distance education. Turkish Online Journal of Distance Education-TOJDE,16(1), 62–88.Google Scholar
  25. Rogers, K. (2016). Bring your own device: Engaging students and transforming instruction (Ideas for creating and executing a solid mobile learning plan). Indiana, USA: Solution Tree Press.Google Scholar
  26. Song, Y. (2014). “Bring your own device (BYOD)” for seamless science inquiry in primary school. Computers & Education,74, 50–60. Scholar
  27. Song, Y., & Wen, Y. (2018). Integrating various Apps on BYOD (Bring your own device) into seamless inquiry-based learning to enhance primary students’ science learning. Journal of Science Education and Technology,27(2), 165–176. Scholar
  28. Sophia & Flipped Learning Network. (2014). Growth in flipped learning: Transitioning the focus from teachers to students for educational success. Retrieved from
  29. Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.Google Scholar
  30. Sweeney, J. (2012). BYOD in education. A report for Australia and New Zealand: Nine conversations for successful BYOD decision making. Washington: Microsoft.Google Scholar
  31. Twining, P. (2014). Redefining education: 1:1 computing strategies in English schools. In T. Sweeney & S. Urban (Eds.), Now IT’s personal: Proceedings of the Australian computers in education conference 2014 (pp. 377–386). Adelaide, Australia: ACEC.Google Scholar
  32. Vandewaetere, M., & Clarebout, G. (2013). Advanced technologies for personalized learning, instruction, and performance. In M. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.). Handbook of research on educational communications and technology (pp 425–437).Google Scholar

Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Department of Computer Education and Instructional Technology, Faculty of EducationHacettepe UniversityBeytepe, AnkaraTurkey
  2. 2.Department of Interdisciplinary StudiesÇankaya UniversityAnkaraTurkey

Personalised recommendations