1

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An evaluation of the use of

mobile devices to access learning resources

at Group Llandrillo Menai (Rhos site)

Including an investigation of the potential benefits of

their use in the Learning Resource Centre (LRC)

By Gareth M Williams (165354) April 2013

‘The use of mobile devices to access the Internet is becoming the medium of choice, with more than two-thirds (69%) of all

Internet users surveyed doing so daily’ (Accenture, 2012)

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Table of Contents

1.0 INTRODUCTION ................................................................................................................... 3

1.1 Aims .................................................................................................................................... 4

1.2 Hypothesis ........................................................................................................................... 5

1.3 Objectives ............................................................................................................................ 5

2.0 LITERATURE REVIEW ........................................................................................................ 5

3.0 METHODOLOGY .................................................................................................................. 8

3.1 Planning Stage ..................................................................................................................... 8

3.2 Quantitative Methods (Survey Questionaire) .................................................................... 10

3.3 Qualitative Methods .......................................................................................................... 11

3.4 Research into what other college libraries are doing......................................................... 11

3.5 Analysis of findings .......................................................................................................... 12

4.0 EVALUATION ..................................................................................................................... 13

5.0 RESULTS .............................................................................................................................. 14

5.1 Discussion ......................................................................................................................... 21

5.2 Limitations of research ...................................................................................................... 21

6.0 CONCLUSION ..................................................................................................................... 22

7.0 RECOMMENDATIONS ...................................................................................................... 23

8.0 REFERENCES ...................................................................................................................... 24

9.0 BIBLIOGRAPHY ................................................................................................................. 26

10.0 APPENDICES ..................................................................................................................... 29

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1.0 Introduction

During the last couple of years FE colleges have shown an increasing interest in the

use of mobile technologies to provide students with more options when it comes to

accessing resources and information within the college environment. Mobile devices

such as smartphones, netbooks, tablet PCs and iPads are becoming an essential tool

for people who want more flexible access to their resources.

The last five years have seen a rapid growth in the capabilities of mobile technology

and the availability of mobile devices. This technological advancement, in combination

with perceived affordability, has led to these devices being acknowledged as a

ubiquitous learning tool by various researchers and educators in both FE and Higher

Education (Pollara & Broussard, 2011).

The use of mobile technology to access information provides huge opportunities for

colleges, students and publishers. There is a real potential for more flexible access to

learning resources, allowing students to maximise the use of time in their studies. As

publishers make available more high quality material, accessible on different types of

devices, Learning Resource Centres (LRCs) will need to meet the expectation of the

students regarding mobile access to these resources or risk becoming of less

importance to the learning experience of the student.

The Rhos LRC has had a Wi-Fi router in place in the ground floor library for about 18

months which has been advertised to students through the use of posters and on the

library PowerPoint presentation that plays continually in the library. The connection to

the internet is variable throughout the two floors of the LRC and thus not satisfactory.

This is indicative of the access to Wi-Fi throughout the Rhos campus as the college

management, together with the ICT department, have not fully committed to providing

a robust and extensive Wi-Fi service as yet.

In a recent presentation to all staff, the recently appointed college Chief Executive

appears to be keen on the use of mobile devices and through his future guidance and

enthusiasm the situation at the college should develop well. This vision for a mobile

enabled student campus dovetails well with the college’s on-going commitment to

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embracing the use of New Technology and providing up to date learning tools and

facilities for all types of learner.

There is however no current drive from the college for students to bring in their own

mobile devices, with the LRCs IT Workshop and HE study area providing 94 static PCs

for general use. This provides a ratio of one PC per every 160 students (based on a

student base of 15,000) which falls below the one per 100 ratio that is recommended in

the CoFHE Guidelines for Colleges Performance Indicators (Colleges of Further and

Higher Education Group of CILIP, 2007). Bring Your Own Device (BYOD) or Bring

Your Own Technology (BYOT) provides many benefits to both the college and

students, enabling personalised learning and engaged learners, leading to potential

increased participation, retention and learner satisfaction, as well as possible cost

efficiencies. (JISC, 2012).

It is evident that the future role of mobile devices in the learning process at FE colleges

must not be ignored and this provides the rationale for this report. LRCs must play a

major part in this process or risk being a less effective learning environment for

students in the future. The aims of this report being to examine the current situation in

the Rhos campus, to determine ways to improve the future use of mobile devices to

access learning resources and to recommend a way forward for the LRC and college

as a whole.

1.1 Aims

To investigate students’ level of interest in mobile device access to resources.

To establish student mobile device related needs

To discover the potential benefits of using mobile devices in our LRC.

To investigate the role our Learning Resource Service (LRS) needs to play in

facilitating the mobile device access to required resources.

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1.2 Hypothesis

Student interest in using mobile technology to access learning resources appears quite

low currently. It is probable that a good percentage of students have the appropriate

mobile devices such as smart phones, netbooks, laptops and iPads. However, they

decide not to bring some of these devices (particularly the larger screen devices) into

the college (LRC) due to security concerns or the lack of adequate Wi-Fi provision.

Also they predominantly use their mobile devices for non-college personal use.

Students would benefit from using mobile devices to access learning resources and

the LRS can help students to become more aware of and make more use of mobile

devices by promoting use, supporting and educating.

1.3 Objectives

1. Establish the availability of mobile devices amongst students

2. Establish the level of sophistication of students’ devices

3. Ascertain interest levels in accessing information using mobile devices

4. Ascertain the needs of students with regard to mobile device use

5. Establish the potential benefits of mobile device access to resources

6. Establish what is needed to improve the use of mobile devices for information

retrieval within our LRC

7. Raise the profile of mobile device use within our LRC

8. Influence the information retrieval behaviour of students by suggesting mobile

devices as an alternative method of accessing learning resources

2.0 Literature review

A literature search began in October 2012 in order to obtain ideas and background

information for my research. Prior to this, I had negotiated with my LRC Manager for

the LRC to purchase the book ‘M3-libraries’ (Ally & Needham, 2012) which was

recommened by CILIP and published by Facet. This book served as an ideal starting

point for my research with its many relevant good practice case studies.

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The growth of mobile devices and their potential to enhance access to learning

resources has been a popular topic of discussion in FE library related literature for

the past few years and as relatively new the amount of quality research is not prolific.

The literature is often examined as a means to engage with students who may not be

interacting effectively with the library and making the optimum use of the resources

available.

In order to cover as much relevant material as possible my literature search ran for

about five months until March 2013 and covered a wide range of on-line and in-print

sources. The articles reviewed for my research were all recent, published in the last

couple of years and as such they offer a broad examination of current attitudes

surrounding mobile devices. An extensive search covered a wide range of research

being carried out at other educational establishments, including the results of

surveys such as the Sheffield University survey (The University of Sheffield, 2011),

carried out on the use of mobile devices for learning. These proved invaluable when

designing the content of my own survey questionnaire.

The literature has revealed current trends in mobile device use and has proposed a

wide range of potential benefits of the use of mobile devices in libraries. A good

example being the book ‘M3-libraries’ (Ally & Needham, 2012) based on the

proceedings of the 2011 International M-Libraries conference, which explores the

variety of work being carried out globally to deliver resources via a growing plethora of

devices. The examples set out in the book dovetail well with my research and describe

various services that we could introduce in our LRC, including deploying an e-book

loan service and ways to use iPods as a teaching tool in the library. Each section

explains what worked, what did not work and what was learnt. The book is an excellent

reference with the only drawback being little reference to UK or FE libraries.

One theme that ran through many of the articles read is that if libraries intend to

provide students with mobile services they need to commit to a plan that includes

adequate and appropriate marketing of the services and their benefits. Training is also

seen as crucial, not only for the students in the use of the services but also for library

staff in the use of the various mobile technologies. Ally and Needham (2012) devote a

whole section in M3-Libraries to ‘people and skills’ including the preparedness of staff

to implement mobile technologies in libraries.

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Research by Andrew Walsh, an academic Librarian at Huddersfield University, was

cited in many of the literature read. In his ‘Mobile phone services and UK Higher

Education students, what do they want from the library’ (Walsh, 2010) his research

shows that students felt that QR Codes were too complicated and had too high barriers

for them to be of widespread use, even though the only barrier is to install a free

application onto almost any camera phone. This reinforced a sense of apathy that I

have also perceived amongst the students in our library. Another particular area of

interest to me is the use of a mobile OPAC and the 2011 ‘Information and Learning

Services Student Satisfaction Survey’ by Worchester College suggested that this is a

facility that students are keen to use (Worcester College, 2011).

Jo Alcock a researcher at Birmingham University reported in CILIP’s Multi Media and

Technology Group Journal that ‘mobile is here to stay in libraries’ and will continue to

gain in popularity (Allcock, 2012). This journal, available to me as a CILIP group

member, brings together pathways to best practice throughout UK colleges in such

areas as access to resources using mobile devices, developing a mobile strategy for

the library and the loan of devices.

The surveys reviewed show that the ownership of mobile devices is steadily increasing

and although there is much research being carried at university library level, the FE

sector has been slower to react. Before our college can experiment in offering mobile

services, it needs to know what services are required by the students (Walsh, 2010)

and if they are ready and equipped for these mobile services. This is an important

consideration, with limited budgets available during the current financial climate.

From the literature it is clear that the current trend of mobile devices in FE libraries, in

general, is one that is in its embryonic stages and will continue to develop. As there is

less research available in FE libraries arena, particularly in Wales, my particular

research should help the college further its technology drive and provide some

reference for other FE colleges.

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3.0 Methodology

The aims of the research project were met by carrying out a combination of primary

and secondary research. Both qualitative and quantitative research methods were

employed to collect primary data from students. The main subject of the data collected

was of a college wide perspective which would have a direct bearing on students’

mobile device usage and habits in the LRC. Secondary data was obtained from an

extensive literature search which included the examination of data from similar studies

elsewhere, in academic journals and on-line articles, looking at relevant LRC aspects

as well as the college wide viewpoint.

3.1 Planning Stage

Prior to carrying out the actual research, a discussion of the ideas for the research

took place with LRC Senior staff. Our Learning Technologist, through his knowledge

of college wide ICT, assisted in formulating a sound raionale for the research. The

plan was submitted to Management for assesment in December 2012 and the

feedback obtained was very favourable. Comments and suggestions made regarding

the research were duly acknowledged and the plan was amended acordingly.

As part of the initial plan a Gantt project plan was created using the freeware

software GanttProject.

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The initial project plan was then revised to take into consideration feedback from the

research plan submission. It also became evident that the timings for certain tasks

needed some adjustment. The following revised plan was then used as a basis for

planning all the research project tasks and ensuring that the project ran smoothly in the

time available, in order to complete the project on time.

To further ensure that all the objectives were met, a plan outlining the three distinct

stages of the research was put together, indicating where and when the particular

objectives would be addressed. (Appendix 10.1)

TASK DEC

2012

JAN

2013

FEB

2013

MAR

2013

APR

2013

May 2013 -

April 2014

Develop research plan

Literature search

LRC staff collaboration

Conduct pilot study

Conduct main survey

Focus group interviews

Gather Qualitative data

Research into other libraries

Analyse findings

Formulation of results

Develop recommendations

Completion of project

Post project review

Recommendations implementation

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3.2 Quantitative Methods (Survey Questionaire)

Having reviewed various surveys carried out for similar research at other colleges and

having listed the qualitative information that was required from the survey, a draft

questionnaire was created. This questionnaire was then shown to our Learning

Technologist to review and after some discussion an amended survey was produced.

The questions needed to be appropriate, coherent and unambiguous, in order to

induce the required responses and provide tangible data for analysis. Four levels of

answer choice were given (where possible) rather than three/five, in order to eliminate

persistent answers to a ‘middle answer’ choice. The questionnaire content was then

tested for ease of reading using the MS Word Flesch-Kincaid Grade Level test, the

results being a satisfactory 8.0.

The questionnaire contained a mixture of open and closed questions with mostly

closed questions and multi-choice level based questions to facilitate comprehensive

quantitative data analysis. This questionnaire was then used as the basis for a pilot

study with a class group of about eleven students who I sat with as they completed the

survey. During this session I put the group at ease by stating that I welcomed any form

of criticism. This encouraged and supported candour within the group, in order to

maximise the benefits of the group’s discussion of the questionnaire’s clarity and

content. Using the points discussed during this session the questionnaire was modified

again, including the addition of a QR Code graphic as some students did not know

what they looked like. The group showed a genuine interest in my research and I

offered to make the results available to them. After repeating the above process with a

different class group, a further revised version of the survey became the main survey

document. The finalised questionnaire can be seen as Appendix 10.2.

The survey comprised of a mixture of selective sampling and random sampling with

the strategy to negotiate with tutors to visit to a range of course level classes. As a

result the final version of the questionnaire was distributed to a wide range of student

cohorts. A random element was established also by inviting students in the library to

complete the questionnaire, on different days, randomly.

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A control type question (Appendix 10.2, question No.7) was part of the survey in order

to compare student use in college with their mobile habits at home. A minimum target

of 250 completed questionnaires was set, as this was considered an adequate sample

to reflect the student cohort’s views and gain credible results.

3.3 Qualitative Methods

Along with the qualitative information obtained from the closed survey questions,

students were invited through the questionaire to become focus group members.

About 25 students accepted the invitation and were invited by e-mail to answer some

further questions (devised using the survey results to date) preferably in person or by

return e-mail. About a quarter of the focus group replied by e-mail and a few came to

visit me in the LRC to discuss the questions in person, with a good rapport being

established with these students.

Informal random interviews with a few students also took place to discuss in general

the use of mobile devices, problems they encounter and safety/security issues. LRC

staff were also briefed on the research and their views and ideas were sought.

See Appendix 10.3 for focus group and informal interview questions and answers

3.4 Research into what other college libraries are doing

In discussions our Learning Technologist suggested some colleges who were

undertaking similar research. Swansea University’s e-Learning Advisor Catherine

Allemano (JISC RSC Wales) was undertaking similar research to mine and it was

agreed that we would share the results of our respective research projects. Sarah

Barker the Senior Learning Resource Assistant at Yale College (Wrexham) is the

CILIP recommended contact for mobile device research. Having contacted her, she

was able to signpost me to some interesting and useful statistics that I could compare

my results to. (Appendix 10.4)

Previous knowledge of research carried out for the FdA degree and ICTL courses had

me aware of the pioneering work being carried out by Bath, Huddersfield and

Birmingham universities with mobile technologies in libraries. In particular the work

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carried out by Huddersfield librarian Andrew Walsh aided the research that I carried

out while Birmingham’s Jo Alcock’s involvement with CILIP group MMIT signposted me

to the good work that other colleges are carrying out. Also through my WEB 2.0

activities such as Twitter, LinkedIn, Google alerts and JISCMail M-LIBRARIES group

membership; I was able to keep up to date with the latest developments in relevant

research being carried out. Using the Google Boolean search skills that I have

developed on the FdA course, I was able to access appropriate surveys that had been

carried out recently at many UK colleges and universities.

My subscription to CILIP Update and Panlibus magazines had given me, over the last

12 months, the ability to keep up to date with what other colleges are doing through

various reports and case studies. The ATHENS online journal search engine Infotrac

was also used to discover relevant research that had been carried out.

A recent visit to Deeside College revealed how they use loan laptops and Chrome

books which is proving very popular with students and providing benefits to their LRC

at times of high occupancy.

3.5 Analysis of findings

204 questionaires were completed and all the data was placed into an excel

spreadsheet, coded by question number and answer given (Appendix 10.5). There

were 44 quantitative elements of data and five descriptive qualitative elements for each

record. The data was totalled and subtotalled using formulated cells and pivot tables.

Each question was analysed and appropriate graphical representation of the data

produced.

Where more complex analysis was required (as in the case of students whom had

more than 3 devices) the data was exported to MS Access to form an equivalent

database that was queried using Access Standard Query Language (SQL) to provide

the required statistical data. (Appendix 10.6). The use of Excel’s Data Correlation tool

was used to highlight any correlation between answers to certain questions and to

identify any themes in the data. (Appendix 10.7)

The qualitative information from the closed questions, individual interviews and focus

groups was collated for analysis of the comments (Appendix 10.8)

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The research carried out on what other colleges were doing was cross referenced and

the best practices collated and stored in a Google drive and favourites folders.

4.0 Evaluation

Moderate levels of time constraints were imposed on the project, affecting the amount

of quantitative and qualitative research that was carried out. The impact however of

these constraints was minimised by careful planning and prudent attention to time

management. One consequence of the time constraints was that it was not possible to

produce a bilingual questionnaire. Although the target of 250 completed questionnaires

was not met due to time constraints, 204 completions (82% of target) still provided a

satisfactory amount of data to analyse in order to gain meaningful results.

The pilot survey proved a success with satisfactory information being obtained in order

to produce a revised and improved final questionnaire. Meeting in person with the

students in their class groups improved the chances of a better response and enabled

different cohorts to be targeted such as GCE, IB, PGCE, Access and BTEC students.

In visiting the classrooms I was able to explain the aims of the survey and also

normalise any tensions created by students’ reluctance to complete surveys. In some

instances after briefing the tutors, they themselves agreed to supervise the students’

completion of the questionnaire, which also worked well. The combination of software

tools used to evaluate the survey data enabled a broad and detailed analysis, which

would facilitate comprehensive research results.

The various methods employed to research what other colleges are doing with mobile

devices yielded very satisfactory information for my particular research. The research

skills that I have enhanced through the research modules of the FdA course have

equipped me with the ability to effectively and efficiently search on-line, obtaining the

most relevant, trustworthy and up to date information available. My increased use of

WEB 2.0 tools such as RSS feeds, Google Alerts and Twitter have gleaned much

useful information, including peer reviewed information. Research found via Infotrac

was mostly from non-UK colleges who were at an advanced stage of use of mobile

devices.

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5.0 Results

A total of 204 students completed the questionaire in a suitable manner.

A google shared Excel spreadsheet of all the raw data obtained can be found here:

https://docs.google.com/spreadsheet/ccc?key=0AiOgwQ7t8dAndERHWk5XWk

VneTBvalhQWFBsYS1fNnc&hl=en#gid=0

Surveys were completed by a good range of ages, with about 50 percent in the

younger 16-18 range (reflecting the college demographics) and by approximately as

many female as male respondents.

In examining the students who possessed more than two mobile devices and therefore

more likely prevalent users of mobile technology, it is evident that there is little gender

difference in this category of student, with only a slight lean to a greater percentage of

females having more than two devices. This is not particularly representative of most

recent studies that show that males are the more likely users of technology in

education (Sarapin, 2012). Also comparing the age demographics of all surveyed with

Age ranges of respondents who gave age (198)

%

16-18 100 50

19-24 40 20

25-40 43 22

over 40 15 8

0 10 20 30 40 50 60

16-18

19-24

25-40

over 40

%

Male / Female ratio of respondents (201)

Male 103

Female 98

51%

49% Male

Female

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the ages of those with more than two devices, the 25-40 age group appear to have

proportionally more devices, which may be related to their percieved healthier financial

situation.

A healthy 95.6 % of students possesed an internet enabled device which shows how

prevalent ownership of a resonable specification device is in the college.

The main types of devices used being Windows laptops/netbooks/Tablets and Android

smartphones with about a quarter of students having Apple OS devices such as

MacBooks/iPhones/iPads/iPods.

Breakdown of Students with more than two devices

Male 36

Female 41

AGE RANGES %

16-18 36 47

19-24 12 16

25-40 21 27

over 40 8 10

47%53% Male

Female

0 10 20 30 40 50

16-18

19-24

25-40

over 40

%

Have a mobile device capable of accessing the internet

YES 195

NO 9

95.6%

4.4%

YES

NO

Breakdown of OS

Windows 107

Android 101

Apple IOS 63

BlackBerry 1438%

35%

22%

5%

Windows

Android

Apple IOS

BlackBerry

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128 of students surveyed (63%) have a mobile device other than a smartphone such

as Tablet PC, PC Laptop, MacBook or iPad. As can be seen below roughly one in

seven brought these device in most days and about a half never brought these larger

display devices in to college.

One of the reasons for not bringing these larger screen devices in was the lack of

confidence in Wi-Fi shown in the chart below with only about one third of students

making regular use of Wi-Fi. This was also evident in the focus groups and interviews

carried out (Appendix 10.3).

Bring larger screen device into collegeMost Days 19

Occasionally 40

Never 69 15%

31%54%Most Days

Occasionally

Never

Breakdown of devices owned

Windows Laptop 107

Android Mobile 101

iPhone 58

iPod 49

iPad 42

E-Reader 26

Tablet PC 20

Blackberry 14

Apple Laptop 5

No device 3

Use of College Wi-Fi

Yes 84

No 54

No Knowledge of Wi-Fi 31

Tried but failed to

connect 76

34%

22%

13%

31%

Yes No No Knowledge of Wi-Fi Tried but failed to connect

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87% of students use their mobile devices on a daily basis at home with a slightly lower

83% using them as regularly in college. Of the 167 who regularly use a mobile device

at home, 13% less (145) also use a device regularly in college. The results of this

‘control’ question shows a reluctance for some students (about 1 in 8) to use their

devices regularly in college.

In looking at what devices are used for, non-course related usage such as Facebook,

e-mail and web browsing rank high on student usage; whereas 30% were using their

devices to access their Moodle learning resources.

Frequency of use

of mobile devices

in CollegeMost days 167

Occasionally 31

Rarely 2

Never 0

Most days83%

Occasionally16%

Rarely1%

Never0%

Most days

Occasionally

Rarely

Never

Use of mobile devices at homeMost days 175

Occasionally 19

Never 6

Rarely 3

86%

9%

3% 2%

Most days

Occasionally

Never

Rarely

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About three out of four students were keen to access mobile learning resources.

82% of students expressed a desire for mobile resources to be further developed with

61% requesting moodle courses to be made mobile available. A quarter would like to

see a library App developed. Appendix 10.10 shows some development of an App

carried out by myself.

What device is used forMoodle 60

Twitter 66

Apps 87

Facebook 127

E-mail 130

Web browsing 140

0 20 40 60 80 100 120 140 160

Moodle

Twitter

Apps

Facebook

E-mail

Web browsing

What mobile

resources would

you like to see

developedLibrary App 55

Library Catalogue 57

Printing from device 60

Moodle courses 125

0 50 100 150

Library App

Library Catalogue

Printing from device

Moodle courses

How interested are you in using your mobile device

to access learning resourcesVery Keen 55

Quite keen 96

Not interested 4628%

49%

23%

Very Keen

Quite keen

Notinterested

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When asked what would benefit studies, a high 82% wanted full college Wi-Fi

coverage and 38% thought that loan devices would be beneficial. These opinions were

both reinforced through the focus group and interviews. (Appendix 10.3)

An indication of students’ inclination to use mobile devices for learning resources is the

fact that 62% would still rather use a static PC to access their resources.

QR codes have been in the library for about 18 months and can be used to link

mobiles to learning resources. A disappointing 18% have scanned QR codes.

Which would benefit studies %

Full college Wi-Fi

coverage 168 82

Library/College App 123 60

Mobile device loan

facility 78 38

Training on use of

mobile devices 55 27

82

60

38

27

0 10 20 30 40 50 60 70 80 90

Full college Wi-Fi coverage

Library/College App

Mobile device loan facility

Training on use of mobile devices

%

Have you ever used a QR CodeYes 36

No 166

18%

82%

Yes

No

Preferred device

%Static Pc 126 62

Mobile Device 75 38Static Pc

MobileDevice

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Some correlation was observed in the data (Appendix 10.7), showing some negative

and positive correlation between answers to questions. The table in Appendix 10.9

shows details of the correlation most useful to the research project.

Additional qualitative information gained from the open survey questions, focus groups

and interviews can be seen in Appendix 10.8. The main comments made were about

the lack of sufficient Wi-Fi, the concerns about security of devices (especially the larger

screen devices).

In looking at what other college LRCs are doing with regards to mobile devices the

following good practices that could benefit students were discovered:

Loan of mobile devices to students in the LRC – frees up the static PCs so that

more students can find a PC to use.

Use of devices for inductions – audio/video instruction on the move and

completion of on-line evaluation forms.

LRC tours using mobile device interaction with QR codes

Library Apps for both Android and Apple devices.

Mobile versions of OPAC (with use of loan devices)

Promoting the use of official Mobile Moodle APP (Moodle version 2.1 or above)

Drop in training /demo sessions for students to try out devices and access to

learning resources.

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5.1 Discussion

On the whole the majority of the results are in line with my general hypothesis, with

none of the individual survey results standing out in disagreement with my hypothesis.

The results are similar in most areas to results obtained from other college surveys,

especially in the types of devices used and the frequency of use at home and in

college. The survey showed that the mobile access of resources is generally lower

than other college surveys have shown, the most probable reasons being lack of

confidence in Wi-Fi connectivity (31% failing to connect) and student awareness of the

potential benefits.

The volume of data collected is lower than most other surveys carried out at the

colleges that I have researched which needs to be taken into consideration when

comparing with their results.

5.2 Limitations of research

Time constraints for the project meant that the numbers of students surveyed

and interviewed were not as quite as high as initially envisaged and as a result

there is potentially some generalisation in the results.

Having a research assistant to help circulate the questionnaire and input survey

data would have potentially enabled a larger sample group in the time available.

Access to some potentially useful research, signposted by academics, was not

available to view due to a subscription/password being required.

No research or data was obtained on accessibility /disability issues concerning

the use of mobile devices

The above limitations should be addressed accordingly in any future similar reports.

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6.0 Conclusion

Most students seem to have a mobile device with adequate sophistication to allow

them to access learning resources. There is evidence of a desire for students to

access resources on their devices with 77% surveyed being keen to do so, with the

ability to access Moodle courses on their devices being an area that they would like to

see improved. The main deterrent to them using their devices is the current poor Wi-Fi

coverage in the LRC/college campus and also the lack of a secure place to store their

devices in college. There is no evidence collected in the survey to suggest any

demographic (gender/age) influence on the results.

There is evidence of students’ lack of desire to be innovative in their access to

resources with only 18% having used a QR code and 62% preferring the use of static

PCs. There is however a healthy interest in the availability of a college App which

could provide a good starting point and access portal to learning resources available

such as Moodle, OPAC, TARDiS and ATHENS.

Current mobile access is mostly for personal use with only about 30% accessing

learning resources. This could be improved when the college upgrades Moodle to

version 2 in September 2013, allowing students to view course material more

efficiently using the official Moodle App.

As a centre of learning for the college, the LRC is ideally positioned to become a

‘centre of excellence’ with regard to mobile device use. In being more proactive in

marketing, promoting and providing students with information and guidance; more

students would benefit from having improved access to information and learning

resources through their mobile devices, enabling an enhanced LRC and college

experience.

This report will be communicated to LRS management and will help to develop future

plans to raise the profile of and improve access to learning resources using mobile

devices. There is also a personal need for me to further my continued professional

development by looking more closely at successful projects at other colleges and

collaborating with them were feasible in the future.

23 165354

7.0 Recommendations

The table below shows a timescale for recommendations.

The recommendations involve the LRS taking a much more proactive approach in

promoting and demonstrating the benefits of Wi-Fi and the use of mobile devices. The

improvements to Wi-Fi coverage, highlighted in the survey results, need to be made a

priority, with the following recommendations relying on a robust network with

comprehensive campus coverage. A staff training programme would be necessary to

improve skills and knowledge of devices that could then be used to assist students.

Recommendations Action required Timescale

Improvements needed to LRC and college campus Wi-Fi coverage (starting with LRC full coverage)

LRS to liaise with college senior management and ICT Department

Jun 2013 to Dec 2013

LRC to look at providing loan laptops and Chrome books (long battery life) for use within the LRC

LRC to liaise with ICT Department

Sep 2013 to Mar 2014

LRS to promote and demo mobile access to resources

Arrange a long term marketing campaign and purchase/loan various different devices to demo

Sep 2013 to Jun 2014

Discuss use of mobile devices in induction and demo use with OPAC / QR codes

Staff training in June/July Add to induction procedure notes

Jun 2013 to Oct 2013

Mobile device drop-in workshops to show students the benefits of using mobile devices in the LRC

LRS to purchase/loan various different devices and train key staff members to hold workshops for students

Oct 2013 to Jun 2014

Somewhere to keep devices safe in college – locker space

LRS to liaise with college senior management

Jun 2013 to Dec 2013

College/LRC App development

LRS to liaise with ICT who are developing MYCollege App

Jun 2013 to Jun 2014

Loan device for use as a mobile OPAC in library.

Purchase/loan of tablet PC to use as mobile OPAC. Training staff in use.

July 2013 to Dec 2013

Upgrade to Moodle 2 to allow use of official Moodle App to gain access to courses

ICT to upgrade Moodle from 1.9 to version 2

June 2013 to Sep 2013

Induction/Library tour using loan device.

QR Code trail setup to link to mobile content relevant to area where the code is situated

Jan 2013 to Sept 2014

These recommendations will require a strong commitment from the LRS and college senior management in order to be successful.

Word Count = 4945

24 165354

8.0 References

Accenture, 2012. Mobile Web Watch Survey 2012. [Online]

Available at: http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-

Mobile-Web-Watch-Internet-Usage-Survey-2012.pdf

[Accessed 21 February 2013].

Allcock, J., 2012. Mobile Technologies in Libraries. [Online]

Available at: http://mlibraries.jiscinvolve.org/wp/2012/08/24/pathways-to-best-practice-

guides/

[Accessed 26 November 2012].

Ally, M. & Needham, G., 2012. M-Libraries3. 1st ed. London: Facet Publishing.

Colleges of Further and Higher Education Group of CILIP, 2007. Self Assesment

Toolkit. s.l.:CILIP.

JISC, 2012. Bring Your Own Device. [Online]

Available at: http://www.jisc.ac.uk/inform/inform35/BringYourOwnDevice.html

[Accessed 7 March 2013].

Pollara, P. & Broussard, K. K., 2011. Student Perceptions of Mobile Learning: A

Review of Current Research. [Online]

Available at:

http://www.academia.edu/362094/Student_Perceptions_of_Mobile_Learning_A_Revie

w_of_Current_Research

[Accessed 23 March 2013]

Sarapin, M. I., 2012. Gender Difference of Confidence in Using Technology for

Learning. The Journal of Technology studies, October, 38(2).

The University of Sheffield, 2011. Student Mobile Device Survey. [Online]

Available at: http://shef.ac.uk/polopoly_fs/1.103665!/file/mobilesurvey2011.pdf

[Accessed 11 October 2012].

25 165354

Walsh, A., 2010. Mobile phone services and UK Higher Education students, what do

they want?. Library and Information Research, 34(106).

Worcester College, 2011. INFORMATION AND LEARNING SERVICES STUDENT

SATISFACTION SURVEY. [Online]

Available at:

http://www.worcester.ac.uk/ils/documents/INFORMATION_AND_LEARNING_SERVIC

ES_STUDENT_SATISFACTION_SURVEY(1).pdf

[Accessed 29 October 2012].

26 165354

9.0 Bibliography

Bell, J., 2005. Doing Your reseaech Project: A Guide for First-Time Researchers in

Education, Milton Keynes: Open University Press.

Capita, 2009. M-Libraries: Information use on the move. [Online]

Available at: http://blogs.capita-libraries.co.uk/panlibus/2009/06/22/m-libraries-

information-use-on-the-move/

[Accessed 1 December 2012].

CILIP, 2003. UK Survey of Library and Learning Resource Provision in Further

Education. s.l.:s.n.

CILIP, 2012. Multimedia Information & Technology. [Online]

Available at: http://mlibraries.jiscinvolve.org/wp/files/2012/11/MmITNov12-mlibraries-

web.pdf

[Accessed 25 November 2012].

Colleges of Further and Higher Education Group of CILIP, 2005. Guidelines for

Colleges recommendations for learning services. 7 ed. London: Facet Publishing.

Cottrell, S., 2008. The Study Skills Handbook. 3rd ed. Houndsmill: Palgrave.

Council for Learning Resorces in Colleges, 2012. Performance and Impact Indicators.

Basinstoke: COLRIC.

EDUCAUSE Learning Initiative (ELI) and the New Media, 2011. The Horizon Report:

2011 Edition. [Online]

Available at: http://net.educause.edu/ir/library/pdf/HR2011.pdf

[Accessed 2 December 2012].

fforwm, 2010. Services supporting Learning in Wales: a Quality Toolkitfor Evaluating

Learning Resource Services in Further Education Colleges. 2 ed. s.l.:s.n.

JISC, 2012. Meet student expectations with mobile learning. [Online]

Available at:

http://www.jisc.ac.uk/supportingyourinstitution/studentjourney/mobilelearning.aspx

[Accessed 27 November 2012].

27 165354

JISC, 2012. Mobile Infrastructure for Libraries. [Online]

Available at:

http://www.jisc.ac.uk/whatwedo/programmes/di_informationandlibraries/emergingoppor

tunities/Mobile%20Infrastructure%20for%20Libraries.aspx#

[Accessed 12 October 2012].

JISCLegal Information, 2012. Legal Use of Mobile Technologies: A Checklist for

Colleges and Universities. [Online]

Available at: http://www.jisclegal.ac.uk/ManageContent/ViewDetail/ID/2388/Legal-Use-

of-Mobile-Technologies-in-FE-and-HE-a-Checklist-140312.aspx

[Accessed 22 November 2012].

Karrer, T., 2011. Has mobile learning reached a tipping point?. JISC Inform, p. 6.

Kent University, 2010. Information Services: Smart Phone/Mobile Device Survey 2010.

[Online]

Available at: http://www.kent.ac.uk/is/surveys/2010/mobile/is-0910-mobile.pdf

[Accessed 27 November 2012].

Library Success: A Best Practices Wiki, 2012. M-Libraries. [Online]

Available at: http://www.libsuccess.org/index.php?title=M-Libraries&oldid=15780

[Accessed 23 October 2012].

London Metropolitan University,, 2010. How students in Higher Education use their

mobile phones for learning. [Online]

Available at:

http://www.londonmet.ac.uk/ltri/pubs/c_bradley/mlearn_2010_Paper51_CB_DH.pdf

[Accessed 28 November 2012].

McKiernan, G., 2012. Spectrum > Mobile Learning, Libraries, And Technologies: m-

Library Support Project > End of Project Survey – Current m-Library Initiatives. [Online]

Available at: http://mobile-libraries.blogspot.co.uk/2012/12/m-library-support-project-

end-of.html

[Accessed 23 September 2012].

28 165354

Mills, K., 2009. M-Libraries: Information use on the move. [Online]

Available at: http://arcadiaproject.lib.cam.ac.uk/docs/M-Libraries_report.pdf

[Accessed 14 November 2012].

SCONUL, 2007. Sconul Survey Templates. [Online]

Available at:

http://www.sconul.ac.uk/groups/performance_quality/surveys/templates.html

[Accessed 6 December 2012].

Showers, B., 2011. App-ortunity Knocks: Mobile and the future of the library. [Online]

Available at: http://www.jisc.ac.uk/blog/mobilelibrary/#more-940

[Accessed 22 November 2012].

Staffordshire University - Learning Development & Innovation, 2011. Student Mobile

“Ownership and Use” survey results. [Online]

Available at:

http://www.staffs.ac.uk/assets/Mobile%20survey%20report%20final_tcm44-45395.pdf

[Accessed 15 October 2012].

Stevenson, K., 2011. Developing a strategy for mobile service delivery. [Online]

Available at: http://www.slideshare.net/scottishlibraries/slic-fe-2011-karen-stevenson

[Accessed 17 August 2012].

Tay, A., 2010. Library mobile apps vs web apps - Some analysis. [Online]

Available at: http://musingsaboutlibrarianship.blogspot.co.uk/2010/09/library-mobile-

apps-vs-web-apps-some.html#.UMSijOSKLsY

[Accessed 8 December 2012].

The Pennsylvania State University, 2011. The Impact of Mobile Access on Motivation:

Distance Education Student Perceptions. [Online]

Available at: http://learningdesign.psu.edu/research/MLRTWhitePaper.pdf

[Accessed 2 December 2012].

29 165354

10.0 Appendices

Initial Plan with Objectives / Timescales

Stage Work Carried out Objectives

Covered

Period

One Pilot survey

Use of qualitative and quantitative

methods to investigate the level of

interest and ability to access

information using mobile devices.

Discover what students want to access

using survey questionnaire, interviews

and setup of small focus group

1, 2, 3,4, 6, 7 Dec 10th

to

Jan 28th

Two Establish what are the potential

benefits to students, based on

information obtained from Stage 1

Research into how students use

mobile devices at other colleges to

access resources

5, 6, 7 Jan 29th

to

Mar 3rd

Three Analyse results and present

recommendations to management

Establish how the LRS can help

6, 7, 8 Mar 4th

to

Mar 15th

10.1

30 165354

10.2

31 165354

32 165354

Focus Group Work E-Mail to Focus Group Members

Research into use of mobile devices Inbox x

Gareth Williams <willia7g@gllm.ac.uk>

19 Feb

to 4561, 12345, 219659, 111930, 8709, 1380, 147381, 184959, 246302, 253438, 257595, 77063, 4972, 119355, 31168, 245356, pursl01d

All,

Thank you so much for completing my Student Mobile Technology Survey. Your answers have been very beneficial to the research module that I am undertaking for my FdA. You indicated on the survey form that you would be willing to answer some further questions. If you have the time (and I realise it is a very busy time with course work loads!) could you please reply briefly to the following questions - - The majority of students have said that they NEVER bring their Laptop, Netbook, iPad or Tablet PC into college- Why do you think this is the case? - Some college libraries hire Laptops/Netbooks/iPads out for 2 or 3 hour sessions for use in the library only. Do you think that would benefit students in our college? - What could the library do to further promote the use of mobile devices eg. training, demos, design of library etc.? - Any other comments that you may have? You could reply with your answers/comments to this e-mail or if you prefer you could visit me in person (anytime) in the Library/IT Workshop to discuss.

10.3

33 165354

Summary of Comments obtained from Focus Group and informal interviews

I never bring my tablet/laptop into college as I have never been able to connect them

to the wifi, which is the main thing i would use them for.

I personally wouldn't want to borrow one from the library. I would prefer to bring my

own and be able to connect to the wifi.

I think maybe they are worried about security? I don't bring it because I have enough

things to carry but a few in my class do. If I want to send an email I use my phone as

have data connection can’t get a strong wifi in college therefore a laptop may not get

good signal

I believe that most students don't bring their own laptops etc due to safety reasons,

either they may be lost/stolen or easily dropped/damaged. I also think

the sufficient number of computers available in the college deems it unnecessary to

bring your own in.

It could possibly benefit students if a 'hire' system was available, maybe more so on

portable devices such as laptops and ipads, however if you were unable to leave the

library, there are already a good number of devices available to use within it.

I think the free wifi and space available is already sufficient and encouraging for

students to bring in their own devices.

A library App would be a good idea to encourage mobile use Training sessions and demos on use of QR codes and how to use the OPAC on your mobile device could be run at the start of each term

34 165354

Evidence of Collaboration

Pete Richardson

5 Feb

to me

Gareth, This might be of interest to you. P

---------- Forwarded message ---------- From: Allemano C.M. <C.M.Allemano@swansea.ac.uk> Date: 5 February 2013 12:42 Subject: BYOD To: WALES-LTF@jiscmail.ac.uk

Have you surveyed your learners’ use of BYOD? If so, would you be willing to share how you did this and

also your findings/stats, etc.? (Perhaps you can tell me in person at the WLTF meeting in Llandrindod tomorrow!)

Catherine Allemano e-Learning Advisor JISC RSC Wales Swansea University Emily Phipps Building Hendrefoelan Swansea SA2 7QW 01792 513313 07973 482038 Skype: catherine.allemanoRSC-Wales c.m.allemano@swansea.ac.uk http://www.rsc-wales.ac.uk

Cynghorydd E-ddysgu JISC RSC Cymru Prifysgol Abertawe Adeilad Emily Phipps Hendrefoelan Abertawe SA2 7QW 01792 513313 07973 482038 Skype: catherine.allemanoRSC-Wales c.m.allemano@abertawe.ac.uk www.rsc-wales.ac.uk

-- ILT Champion & eLearning Advisor Grwp Llandrillo Menai Tel: 01492 546 666 x432

Pete Richardson

11 Feb (10 days ago)

to Allemano, WALES-LTF, me

Images are not displayed.Display images below - Always display images from p.richardson@gllm.ac.uk

10.4

35 165354

Catherine, A colleague (Gareth Williams) is collecting data at the moment from students re mobile devices. He has kindly agreed for me to share his survey - see the attached. Gareth will be analysing data just before Easter and I'm sure he will be happy to share findings. If anyone does use the survey - please also share back. Thanks. Pete

Mobile Tech SURVEY2.docx 171K View Download

Allemano

C.M. <C.M.Allemano@swansea.ac.uk>

11 Feb (10 days ago)

to Pete, WALES-LTF, me

Images are not displayed.Display images below - Always display images from

C.M.Allemano@swansea.ac.uk

Thank you, Pete, this is really useful. And thank you, Gareth, for sharing this with us. I will ensure that we share feedback from use of this survey. Catherine From: Pete Richardson [mailto:p.richardson@gllm.ac.uk] Sent: 11 February 2013 09:58

To: Allemano C.M. Cc: WALES-LTF@jiscmail.ac.uk; Gareth Williams

Subject: Re: BYOD

Use of Mobile devices Gareth Williams <willia7g@gllm.ac.uk>

19 Mar (10 days ago)

to SGB (Sarah Barker (Yale College, Wrexham): SGB@yale-wrexham.ac.uk)

Hi Sarah,

I'm doing some research into the use of mobile devices in libraries and I was wondering if you

have any research that you could share with me. I will endeavour to share the results of my

research with you in return.

Regards

Gareth (Ex ICTL)

36 165354

37

165354

Structure of Excel Data Collection Sheet Mobile Device Survey Data 2013

DATA 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4

1 1 1 1 1

2 1 1 1 1 Internet Wi-Fi Radio 1 1 1 1

3 1 1 1 1 1 1 1 1 1

4 1 1 1 1

5 1 1 1 1

6 1 1 1 1

7 1 1 1 1

8 1 1 1 1

9 1 1 1

10 1 1 Blackberry 1 1 1

5.1 5.2 5.3 5.4 5.5 5.6 6.1 6.2 6.3 6.4 6.5 7.1 7.2 7.3 7.4 8.1 8.2 8.3

1 1 1 1 1 1 1 1 1 For own Website

1 1 1 1 1 Other Apps 1 1 Finding further information

1 1 1 1 1 1 1 Urls, Competitions, get directions

1 1 1 1

1 1

1 1 1 1 1

1 1 1 1 1 1

9.1 9.2 9.3 10.1 10.2 11.1 11.2 11.3 11.4 11.5 AGE M/F Course COMMENTS ID_NUM

1 1 1 1 1 24 m PGCE No facility to printout to wireless device 85602

1 1 1 1 m

1 1 1 1 24 m Fda LIM Lot of potential but more reliable WiFi coverage needed across all site

1 55 f ICTL H+S issues, Storage, Kindles useful for tutors 4561

1 1 1 1 47 f Sports coaching

1 1 1 1 Easier app for moodle 22 m Games Dev

10.5

Full data spreadsheet available here -

https://docs.google.com/spreadsheet/ccc?key=0AiOgwQ7t8dAndERHWk5XWkVneTBvalhQWFBsYS1fNnc&hl=en#gid=0

38 165354

SQL code to query MS Access database imported from MS Excel spreadsheet

SQL Code to ascertain how many survey participants have mobile devices capable of connecting to the internet

SQL Code to ascertain how many survey participants have 3 or more mobile devices

SELECT Sheet1.DATA, Sheet1.[q11], Sheet1.[q12], Sheet1.[q13], Sheet1.[q14], Sheet1.[q15], Sheet1.[q17], Sheet1.[q18] FROM Sheet1 WHERE (((Sheet1.[q11])=1)) OR (((Sheet1.[q12])=1) or ((Sheet1.[q13])=1) or ((Sheet1.[q14])=1) or ((Sheet1.[q15])=1) or ((Sheet1.[q17])=1) or ((Sheet1.[q18])=1));

SELECT Sheet1.DATA, Sheet1.q11, Sheet1.q12, Sheet1.q13, Sheet1.q14, Sheet1.q15, Sheet1.q17, Sheet1.q18, [q11]+[q12]+[q13]+[q14]+[q15]+[q16]+[q17]+[q18] AS TOTS FROM Sheet1 WHERE ((([q11]+[q12]+[q13]+[q14]+[q15]+[q16]+[q17]+[q18])>2));

10.6

39 165354

q1.1 q1.2 q1.3 q1.4 q1.5 q1.6 q1.7 q1.8 q2.1 q2.2 q2.3 q3.1 q3.2 q3.3 q3.4 q4.1 q4.2 q4.3 q4.4 q5.1 q5.2 q5.3 q5.4 q5.5 q5.6 q6.1 q6.2 q6.3 q6.4 q7.1 q7.2 q7.3 q7.4 q8.1 q8.2 q9.1 q9.2 q9.3 q10.1 q10.2 q11.1 q11.2 q11.3 q11.4

q1.1 1

q1.2 -0.36515 1

q1.3 -0.17678 -0.08607 1

q1.4 -0.14744 -0.16151 0.208514 1

q1.5 -0.36274 0.450341 0.102598 -0.10697 1

q1.6 -0.31623 0.34641 0.447214 0.466252 0.321182 1

q1.7 -0.20412 -0.04969 0.3849 0.361158 0.177705 0.258199 1

q1.8 -1.1E-17 -0.29277 0.377964 -0.07881 -0.19389 -0.16903 -0.21822 1

q2.1 0.072548 -0.18543 -0.1026 -0.10697 -0.01053 -0.22942 0.177705 0.116335 1

q2.2 -0.06482 0.26036 0.27501 -0.1338 0.122267 0.20498 -0.15878 0.034648 -0.32918 1

q2.3 9.81E-18 -0.08607 -0.16667 0.208514 -0.1026 0 0 -0.12599 -0.51299 -0.64169 1

q3.1 0.176777 0.430331 -0.33333 -0.20851 0.102598 0.223607 -0.19245 -0.37796 -0.1026 0.27501 -0.16667 1

q3.2 -0.2132 -0.23355 -4.2E-18 -0.06287 0.216541 -0.13484 -0.17408 -0.11396 -0.15467 -0.19348 0.301511 -0.30151 1

q3.3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q3.4 -0.36515 0.244444 0.430331 0.161515 0.185435 0.34641 0.248452 0.29277 0.185435 0.118345 -0.2582 -0.2582 -0.38925 #DIV/0! 1

q4.1 0.362738 -0.02649 -0.1026 0.106966 -0.24211 -0.04588 0.296174 -0.11634 0.010526 -0.12227 0.102598 0.102598 -0.58775 #DIV/0! 0.026491 1

q4.2 -0.31623 0.11547 -3.1E-18 -0.09325 0.321182 0.1 -0.2582 -0.16903 -0.22942 0.20498 3.1E-18 9.31E-18 0.6742 #DIV/0! -0.11547 -0.87178 1

q4.3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q4.4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q5.1 -7.1E-17 -0.11111 -0.08607 0.161515 -0.23842 -0.11547 0.04969 0.29277 0.185435 0.118345 -0.2582 -0.08607 -0.38925 #DIV/0! 0.111111 0.238416 -0.34641 #DIV/0! #DIV/0! 1

q5.2 -0.125 0.182574 -0.17678 -0.14744 0.072548 -0.31623 5.67E-18 -5.6E-17 0.072548 0.129641 -0.17678 -9.8E-18 -0.2132 #DIV/0! -0.18257 0.362738 -0.31623 #DIV/0! #DIV/0! 0.182574 1

q5.3 -0.29881 0.305505 -0.16903 -0.24672 0.225449 -0.07559 -0.09759 0.319438 0.225449 -0.0155 -0.16903 1.88E-17 -0.35675 #DIV/0! 0.392792 -0.01734 -0.07559 #DIV/0! #DIV/0! 0.218218 0.239046 1

q5.4 0.06482 0.307698 0.09167 -0.32495 0.103456 0.040996 -0.26463 0.242536 -0.12227 0.411765 -0.27501 0.27501 -0.46987 #DIV/0! 0.26036 0.122267 -0.20498 #DIV/0! #DIV/0! 0.449712 0.06482 0.387376 1

q5.5 -0.07906 -0.11547 0.223607 -0.09325 0.045883 -0.2 0.258199 -0.16903 0.045883 0.20498 -0.22361 -6.2E-18 0.26968 #DIV/0! -0.34641 -0.04588 0.1 #DIV/0! #DIV/0! -0.11547 0.395285 -0.07559 -0.20498 1

q5.6 -0.05913 0.539792 -0.08362 -0.22668 0.26597 -0.0374 0.144841 -0.15803 0.060058 -0.14565 0.083624 0.250873 -0.32778 #DIV/0! 0.151142 -0.06006 -0.0374 #DIV/0! #DIV/0! -0.02159 -0.05913 0.240296 0.32963 -0.26179 1

q6.1 0.295656 0.021592 -0.25087 -0.22668 -0.35177 -0.48617 -0.2414 0.094821 -0.35177 0.222309 0.083624 -0.08362 -0.32778 #DIV/0! -0.02159 0.351766 -0.26179 #DIV/0! #DIV/0! -0.02159 0.295656 0.240296 0.145651 -0.0374 -0.00699 1

q6.2 -0.36274 0.026491 0.102598 -0.10697 -0.01053 0.045883 0.177705 0.116335 0.242105 -0.32918 0.102598 -0.1026 0.216541 #DIV/0! -0.23842 -0.24211 0.045883 #DIV/0! #DIV/0! -0.02649 0.072548 0.225449 -0.12227 0.321182 0.060058 -0.35177 1

q6.3 -0.40825 0.149071 0.19245 -0.12039 0.177705 -2.9E-17 0.333333 0.072739 -0.05923 0.264628 -0.19245 0 -0.17408 #DIV/0! 0.248452 0.059235 -4.1E-17 #DIV/0! #DIV/0! -0.14907 0.204124 0.29277 -0.05293 0.258199 0.144841 0.144841 -0.05923 1

q6.4 -0.05976 0.218218 0.169031 -0.17623 0.190764 0.302372 0.29277 -0.06389 0.190764 0.015495 -0.16903 0.169031 -0.25482 #DIV/0! 0.130931 0.017342 -0.15119 #DIV/0! #DIV/0! -0.21822 -0.05976 0.028571 -0.20144 0.075593 0.268566 -0.2403 0.190764 0.29277 1

q7.1 6.23E-17 0.04969 0 0.120386 -0.1777 4.3E-17 0.333333 -0.07274 0.059235 -0.05293 0 0.19245 -0.52223 #DIV/0! 0.149071 0.414644 -0.5164 #DIV/0! #DIV/0! 0.546594 8.5E-17 0.09759 0.476331 3.22E-17 0.241402 0.04828 0.059235 -0.11111 -0.09759 1

q7.2 -0.1451 0.026491 0.102598 -0.10697 0.242105 0.045883 -0.29617 0.116335 -0.26316 0.122267 0.102598 -0.1026 0.587754 #DIV/0! -0.23842 -0.49474 0.596481 #DIV/0! #DIV/0! -0.45034 0.072548 -0.19076 -0.34799 0.045883 -0.14585 -0.14585 -0.01053 0.177705 -0.01734 -0.88852 1

q7.3 0.294884 -0.16151 -0.20851 -0.04348 -0.10697 -0.09325 -0.12039 -0.07881 0.406469 -0.1338 -0.20851 -0.20851 -0.06287 #DIV/0! 0.161515 0.106966 -0.09325 #DIV/0! #DIV/0! -0.26919 -0.14744 0.176227 -0.32495 -0.09325 -0.22668 0.191805 -0.10697 -0.12039 0.246718 -0.36116 -0.10697 1

q7.4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q8.1 -0.36515 0.466667 0.086066 0.269191 0.238416 0.57735 0.149071 -0.03253 0.026491 0.071007 -0.08607 0.430331 -0.23355 #DIV/0! 0.422222 -0.02649 0.11547 #DIV/0! #DIV/0! 0.066667 -0.18257 0.305505 0.118345 -0.11547 0.021592 -0.32388 0.026491 0.149071 0.043644 0.248452 -0.18543 -0.16151 #DIV/0! 1

q8.2 0.239046 -0.39279 -0.16903 -0.24672 -0.19076 -0.52915 -0.29277 0.063888 -0.19076 -0.0155 0.169031 -0.33806 0.254824 #DIV/0! -0.48008 -0.01734 -0.07559 #DIV/0! #DIV/0! -0.13093 0.239046 -0.2 -0.17045 0.151186 -0.09895 0.409917 0.017342 -0.09759 0.028571 -0.29277 0.225449 0.176227 #DIV/0! -0.91652 1

q9.1 -0.07906 0.11547 -0.22361 -0.09325 0.045883 0.1 -1.1E-17 -0.16903 0.321182 -0.041 -0.22361 0.223607 -0.13484 #DIV/0! 0.11547 -0.04588 0.1 #DIV/0! #DIV/0! -0.34641 -0.07906 0.377964 -0.20498 0.1 -0.0374 -0.0374 0.045883 0.516398 0.302372 -0.2582 0.045883 0.466252 #DIV/0! 0.34641 -0.30237 1

q9.2 -0.18257 0.466667 0.258199 -0.16151 0.026491 0.11547 -0.04969 -0.03253 -0.18543 0.26036 -0.08607 0.086066 0.07785 #DIV/0! -0.11111 -0.23842 0.11547 #DIV/0! #DIV/0! -0.11111 0.182574 -0.04364 0.118345 0.34641 0.194325 0.021592 0.450341 -0.24845 0.218218 0.04969 0.026491 -0.16151 #DIV/0! -0.06667 0.130931 -0.34641 1

q9.3 0.236525 -0.53979 -0.08362 0.226679 -0.06006 -0.18699 0.04828 0.158035 -0.06006 -0.22231 0.250873 -0.25087 0.025214 #DIV/0! 0.021592 0.26597 -0.18699 #DIV/0! #DIV/0! 0.367058 -0.11826 -0.2403 0.038329 -0.41138 -0.16084 0.006993 -0.47188 -0.14484 -0.43819 0.144841 -0.06006 -0.19181 #DIV/0! -0.19433 0.098945 -0.41138 -0.71253 1

q10.1 0.236525 -0.02159 -0.25087 -0.19181 -0.06006 -0.18699 -0.33796 -0.09482 -0.26597 0.32963 -0.08362 0.418121 0.025214 #DIV/0! -0.32388 0.060058 0.037398 #DIV/0! #DIV/0! 0.021592 0.059131 -0.40992 0.038329 -0.18699 0.006993 0.174825 -0.47188 -0.14484 -0.09895 -0.04828 0.145854 -0.19181 #DIV/0! -0.19433 0.268566 -0.41138 -0.02159 0.328671 1

q10.2 -0.11826 0.151142 0.250873 0.226679 0.145854 0.261785 0.434524 0.158035 0.351766 -0.22231 -0.08362 -0.25087 -0.27735 #DIV/0! 0.367058 0.060058 -0.18699 #DIV/0! #DIV/0! 0.021592 -0.11826 0.438187 0.038329 0.037398 0.174825 -0.16084 0.351766 0.241402 0.240296 0.144841 -0.26597 0.226679 #DIV/0! 0.323875 -0.40992 0.486172 -0.02159 -0.34266 -0.84615 1

q11.1 -0.26726 -0.03253 0.377964 0.551677 -0.19389 0.507093 0.363696 -0.14286 -0.19389 0.034648 0.125988 -0.12599 -0.11396 #DIV/0! 0.29277 0.193892 -0.16903 #DIV/0! #DIV/0! 0.03253 -0.26726 -0.44721 -0.31183 -0.16903 -0.15803 -0.15803 -0.19389 0.072739 0.191663 0.218218 -0.19389 -0.07881 #DIV/0! 0.22771 -0.19166 -0.16903 -0.03253 0.158035 0.158035 -0.09482 1

q11.2 -0.20412 -0.04969 0.19245 0.361158 0.414644 0.516398 0.333333 0.072739 -0.05923 -0.15878 0.19245 0 0.174078 #DIV/0! 0.04969 -0.1777 0.258199 #DIV/0! #DIV/0! -0.14907 -0.20412 0.09759 -0.26463 -3.2E-17 -0.2414 -0.43452 0.177705 0.111111 0.09759 -0.11111 0.177705 -0.12039 #DIV/0! 0.546594 -0.48795 0.258199 -0.24845 0.04828 -0.33796 0.434524 0.072739 1

q11.3 -0.20412 -0.04969 0 -0.12039 0.177705 -1.7E-16 0.111111 0.072739 0.177705 0.264628 -0.3849 -0.19245 0.174078 #DIV/0! 0.04969 0.059235 -7.2E-18 #DIV/0! #DIV/0! 0.04969 0.204124 0.09759 -0.26463 0.258199 -0.43452 -0.04828 -0.05923 0.333333 0.29277 -0.33333 0.177705 0.361158 #DIV/0! -0.04969 0.09759 0.258199 -0.04969 -0.14484 0.04828 0.04828 0.072739 0.111111 1

q11.4 0.213201 0.23355 0 0.062869 -0.21654 0.13484 0.174078 0.113961 0.154672 0.193476 -0.30151 0.301511 -1 #DIV/0! 0.389249 0.587754 -0.6742 #DIV/0! #DIV/0! 0.389249 0.213201 0.356753 0.469871 -0.26968 0.327777 0.327777 -0.21654 0.174078 0.254824 0.522233 -0.58775 0.062869 #DIV/0! 0.23355 -0.25482 0.13484 -0.07785 -0.02521 -0.02521 0.27735 0.113961 -0.17408 -0.17408 1

Negative Correlation (below - 0.5)

10.7

40 165354

q1.1 q1.2 q1.3 q1.4 q1.5 q1.6 q1.7 q1.8 q2.1 q2.2 q2.3 q3.1 q3.2 q3.3 q3.4 q4.1 q4.2 q4.3 q4.4 q5.1 q5.2 q5.3 q5.4 q5.5 q5.6 q6.1 q6.2 q6.3 q6.4 q7.1 q7.2 q7.3 q7.4 q8.1 q8.2 q9.1 q9.2 q9.3 q10.1 q10.2 q11.1 q11.2 q11.3 q11.4

q1.1 1

q1.2 -0.36515 1

q1.3 -0.17678 -0.08607 1

q1.4 -0.14744 -0.16151 0.208514 1

q1.5 -0.36274 0.450341 0.102598 -0.10697 1

q1.6 -0.31623 0.34641 0.447214 0.466252 0.321182 1

q1.7 -0.20412 -0.04969 0.3849 0.361158 0.177705 0.258199 1

q1.8 -1.1E-17 -0.29277 0.377964 -0.07881 -0.19389 -0.16903 -0.21822 1

q2.1 0.072548 -0.18543 -0.1026 -0.10697 -0.01053 -0.22942 0.177705 0.116335 1

q2.2 -0.06482 0.26036 0.27501 -0.1338 0.122267 0.20498 -0.15878 0.034648 -0.32918 1

q2.3 9.81E-18 -0.08607 -0.16667 0.208514 -0.1026 0 0 -0.12599 -0.51299 -0.64169 1

q3.1 0.176777 0.430331 -0.33333 -0.20851 0.102598 0.223607 -0.19245 -0.37796 -0.1026 0.27501 -0.16667 1

q3.2 -0.2132 -0.23355 -4.2E-18 -0.06287 0.216541 -0.13484 -0.17408 -0.11396 -0.15467 -0.19348 0.301511 -0.30151 1

q3.3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q3.4 -0.36515 0.244444 0.430331 0.161515 0.185435 0.34641 0.248452 0.29277 0.185435 0.118345 -0.2582 -0.2582 -0.38925 #DIV/0! 1

q4.1 0.362738 -0.02649 -0.1026 0.106966 -0.24211 -0.04588 0.296174 -0.11634 0.010526 -0.12227 0.102598 0.102598 -0.58775 #DIV/0! 0.026491 1

q4.2 -0.31623 0.11547 -3.1E-18 -0.09325 0.321182 0.1 -0.2582 -0.16903 -0.22942 0.20498 3.1E-18 9.31E-18 0.6742 #DIV/0! -0.11547 -0.87178 1

q4.3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q4.4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q5.1 -7.1E-17 -0.11111 -0.08607 0.161515 -0.23842 -0.11547 0.04969 0.29277 0.185435 0.118345 -0.2582 -0.08607 -0.38925 #DIV/0! 0.111111 0.238416 -0.34641 #DIV/0! #DIV/0! 1

q5.2 -0.125 0.182574 -0.17678 -0.14744 0.072548 -0.31623 5.67E-18 -5.6E-17 0.072548 0.129641 -0.17678 -9.8E-18 -0.2132 #DIV/0! -0.18257 0.362738 -0.31623 #DIV/0! #DIV/0! 0.182574 1

q5.3 -0.29881 0.305505 -0.16903 -0.24672 0.225449 -0.07559 -0.09759 0.319438 0.225449 -0.0155 -0.16903 1.88E-17 -0.35675 #DIV/0! 0.392792 -0.01734 -0.07559 #DIV/0! #DIV/0! 0.218218 0.239046 1

q5.4 0.06482 0.307698 0.09167 -0.32495 0.103456 0.040996 -0.26463 0.242536 -0.12227 0.411765 -0.27501 0.27501 -0.46987 #DIV/0! 0.26036 0.122267 -0.20498 #DIV/0! #DIV/0! 0.449712 0.06482 0.387376 1

q5.5 -0.07906 -0.11547 0.223607 -0.09325 0.045883 -0.2 0.258199 -0.16903 0.045883 0.20498 -0.22361 -6.2E-18 0.26968 #DIV/0! -0.34641 -0.04588 0.1 #DIV/0! #DIV/0! -0.11547 0.395285 -0.07559 -0.20498 1

q5.6 -0.05913 0.539792 -0.08362 -0.22668 0.26597 -0.0374 0.144841 -0.15803 0.060058 -0.14565 0.083624 0.250873 -0.32778 #DIV/0! 0.151142 -0.06006 -0.0374 #DIV/0! #DIV/0! -0.02159 -0.05913 0.240296 0.32963 -0.26179 1

q6.1 0.295656 0.021592 -0.25087 -0.22668 -0.35177 -0.48617 -0.2414 0.094821 -0.35177 0.222309 0.083624 -0.08362 -0.32778 #DIV/0! -0.02159 0.351766 -0.26179 #DIV/0! #DIV/0! -0.02159 0.295656 0.240296 0.145651 -0.0374 -0.00699 1

q6.2 -0.36274 0.026491 0.102598 -0.10697 -0.01053 0.045883 0.177705 0.116335 0.242105 -0.32918 0.102598 -0.1026 0.216541 #DIV/0! -0.23842 -0.24211 0.045883 #DIV/0! #DIV/0! -0.02649 0.072548 0.225449 -0.12227 0.321182 0.060058 -0.35177 1

q6.3 -0.40825 0.149071 0.19245 -0.12039 0.177705 -2.9E-17 0.333333 0.072739 -0.05923 0.264628 -0.19245 0 -0.17408 #DIV/0! 0.248452 0.059235 -4.1E-17 #DIV/0! #DIV/0! -0.14907 0.204124 0.29277 -0.05293 0.258199 0.144841 0.144841 -0.05923 1

q6.4 -0.05976 0.218218 0.169031 -0.17623 0.190764 0.302372 0.29277 -0.06389 0.190764 0.015495 -0.16903 0.169031 -0.25482 #DIV/0! 0.130931 0.017342 -0.15119 #DIV/0! #DIV/0! -0.21822 -0.05976 0.028571 -0.20144 0.075593 0.268566 -0.2403 0.190764 0.29277 1

q7.1 6.23E-17 0.04969 0 0.120386 -0.1777 4.3E-17 0.333333 -0.07274 0.059235 -0.05293 0 0.19245 -0.52223 #DIV/0! 0.149071 0.414644 -0.5164 #DIV/0! #DIV/0! 0.546594 8.5E-17 0.09759 0.476331 3.22E-17 0.241402 0.04828 0.059235 -0.11111 -0.09759 1

q7.2 -0.1451 0.026491 0.102598 -0.10697 0.242105 0.045883 -0.29617 0.116335 -0.26316 0.122267 0.102598 -0.1026 0.587754 #DIV/0! -0.23842 -0.49474 0.596481 #DIV/0! #DIV/0! -0.45034 0.072548 -0.19076 -0.34799 0.045883 -0.14585 -0.14585 -0.01053 0.177705 -0.01734 -0.88852 1

q7.3 0.294884 -0.16151 -0.20851 -0.04348 -0.10697 -0.09325 -0.12039 -0.07881 0.406469 -0.1338 -0.20851 -0.20851 -0.06287 #DIV/0! 0.161515 0.106966 -0.09325 #DIV/0! #DIV/0! -0.26919 -0.14744 0.176227 -0.32495 -0.09325 -0.22668 0.191805 -0.10697 -0.12039 0.246718 -0.36116 -0.10697 1

q7.4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 1

q8.1 -0.36515 0.466667 0.086066 0.269191 0.238416 0.57735 0.149071 -0.03253 0.026491 0.071007 -0.08607 0.430331 -0.23355 #DIV/0! 0.422222 -0.02649 0.11547 #DIV/0! #DIV/0! 0.066667 -0.18257 0.305505 0.118345 -0.11547 0.021592 -0.32388 0.026491 0.149071 0.043644 0.248452 -0.18543 -0.16151 #DIV/0! 1

q8.2 0.239046 -0.39279 -0.16903 -0.24672 -0.19076 -0.52915 -0.29277 0.063888 -0.19076 -0.0155 0.169031 -0.33806 0.254824 #DIV/0! -0.48008 -0.01734 -0.07559 #DIV/0! #DIV/0! -0.13093 0.239046 -0.2 -0.17045 0.151186 -0.09895 0.409917 0.017342 -0.09759 0.028571 -0.29277 0.225449 0.176227 #DIV/0! -0.91652 1

q9.1 -0.07906 0.11547 -0.22361 -0.09325 0.045883 0.1 -1.1E-17 -0.16903 0.321182 -0.041 -0.22361 0.223607 -0.13484 #DIV/0! 0.11547 -0.04588 0.1 #DIV/0! #DIV/0! -0.34641 -0.07906 0.377964 -0.20498 0.1 -0.0374 -0.0374 0.045883 0.516398 0.302372 -0.2582 0.045883 0.466252 #DIV/0! 0.34641 -0.30237 1

q9.2 -0.18257 0.466667 0.258199 -0.16151 0.026491 0.11547 -0.04969 -0.03253 -0.18543 0.26036 -0.08607 0.086066 0.07785 #DIV/0! -0.11111 -0.23842 0.11547 #DIV/0! #DIV/0! -0.11111 0.182574 -0.04364 0.118345 0.34641 0.194325 0.021592 0.450341 -0.24845 0.218218 0.04969 0.026491 -0.16151 #DIV/0! -0.06667 0.130931 -0.34641 1

q9.3 0.236525 -0.53979 -0.08362 0.226679 -0.06006 -0.18699 0.04828 0.158035 -0.06006 -0.22231 0.250873 -0.25087 0.025214 #DIV/0! 0.021592 0.26597 -0.18699 #DIV/0! #DIV/0! 0.367058 -0.11826 -0.2403 0.038329 -0.41138 -0.16084 0.006993 -0.47188 -0.14484 -0.43819 0.144841 -0.06006 -0.19181 #DIV/0! -0.19433 0.098945 -0.41138 -0.71253 1

q10.1 0.236525 -0.02159 -0.25087 -0.19181 -0.06006 -0.18699 -0.33796 -0.09482 -0.26597 0.32963 -0.08362 0.418121 0.025214 #DIV/0! -0.32388 0.060058 0.037398 #DIV/0! #DIV/0! 0.021592 0.059131 -0.40992 0.038329 -0.18699 0.006993 0.174825 -0.47188 -0.14484 -0.09895 -0.04828 0.145854 -0.19181 #DIV/0! -0.19433 0.268566 -0.41138 -0.02159 0.328671 1

q10.2 -0.11826 0.151142 0.250873 0.226679 0.145854 0.261785 0.434524 0.158035 0.351766 -0.22231 -0.08362 -0.25087 -0.27735 #DIV/0! 0.367058 0.060058 -0.18699 #DIV/0! #DIV/0! 0.021592 -0.11826 0.438187 0.038329 0.037398 0.174825 -0.16084 0.351766 0.241402 0.240296 0.144841 -0.26597 0.226679 #DIV/0! 0.323875 -0.40992 0.486172 -0.02159 -0.34266 -0.84615 1

q11.1 -0.26726 -0.03253 0.377964 0.551677 -0.19389 0.507093 0.363696 -0.14286 -0.19389 0.034648 0.125988 -0.12599 -0.11396 #DIV/0! 0.29277 0.193892 -0.16903 #DIV/0! #DIV/0! 0.03253 -0.26726 -0.44721 -0.31183 -0.16903 -0.15803 -0.15803 -0.19389 0.072739 0.191663 0.218218 -0.19389 -0.07881 #DIV/0! 0.22771 -0.19166 -0.16903 -0.03253 0.158035 0.158035 -0.09482 1

q11.2 -0.20412 -0.04969 0.19245 0.361158 0.414644 0.516398 0.333333 0.072739 -0.05923 -0.15878 0.19245 0 0.174078 #DIV/0! 0.04969 -0.1777 0.258199 #DIV/0! #DIV/0! -0.14907 -0.20412 0.09759 -0.26463 -3.2E-17 -0.2414 -0.43452 0.177705 0.111111 0.09759 -0.11111 0.177705 -0.12039 #DIV/0! 0.546594 -0.48795 0.258199 -0.24845 0.04828 -0.33796 0.434524 0.072739 1

q11.3 -0.20412 -0.04969 0 -0.12039 0.177705 -1.7E-16 0.111111 0.072739 0.177705 0.264628 -0.3849 -0.19245 0.174078 #DIV/0! 0.04969 0.059235 -7.2E-18 #DIV/0! #DIV/0! 0.04969 0.204124 0.09759 -0.26463 0.258199 -0.43452 -0.04828 -0.05923 0.333333 0.29277 -0.33333 0.177705 0.361158 #DIV/0! -0.04969 0.09759 0.258199 -0.04969 -0.14484 0.04828 0.04828 0.072739 0.111111 1

q11.4 0.213201 0.23355 0 0.062869 -0.21654 0.13484 0.174078 0.113961 0.154672 0.193476 -0.30151 0.301511 -1 #DIV/0! 0.389249 0.587754 -0.6742 #DIV/0! #DIV/0! 0.389249 0.213201 0.356753 0.469871 -0.26968 0.327777 0.327777 -0.21654 0.174078 0.254824 0.522233 -0.58775 0.062869 #DIV/0! 0.23355 -0.25482 0.13484 -0.07785 -0.02521 -0.02521 0.27735 0.113961 -0.17408 -0.17408 1

Positive Correlation (above 0.5)

41

165354

Responses to Qualitative questions on survey questionnaire General Comments – No facility to printout to wireless device Lot of potential but more reliable WiFi coverage needed across all site H+S issues, Storage, Kindles useful for tutors Increase WiFi bandwidth as sometimes very slow Poor WiFi ATM The fact that Llandrillo Moodle is un-available to mobile devices affects development and collaboration between technologies Wi fi would be good Poor Wifi Poor Wifi Poor Wifi Benefits to study- Easier app for moodle Hubs where group work can take place with FULL wifi access with a sharing screen Use college and home PC for all work no access in college Never can connect to internet on phone and hardly any signal Should be banned in classrooms because they are not used for learning Use of QR Codes – For own Website Finding further information Urls, Competitions, get directions Random things Games DVD Games DVD BBM contacts Mobile numbers competitions, contacts, research Not sure what a qr code is Work use- tourism leaflets What is a qr code Scan stuff Info on services and events Advertising Extra info at tourist spots, shops/adverts Info on a poster connecting my phone to my tablet I have generated QR codes for some of my lectures

10.8

42 165354

Table of useful data correlations

Positive Correlation (above 0.5) Occasional use of mobile devices Do not use college W-Fi connection

Own an iPhone Use mobile Apps in college

Own a E-book reader Have scanned a QR Code

Own a Netbook Would like to loan devices in the college/LRC

Occasional home use of mobiles Do not use college Wi-Fi

Use mobiles most days Would like full college Wi-Fi coverage

Use mobiles most days Use mobile device for Facebook

Would find a library App useful Very keen on using mobile devices for accessing resources

Own an iPhone Very keen on using mobile devices for accessing resources

Negative Correlation (below - 0.5) Using a mobile device most days Never scanned a QR Code

Own an iPhone Not interested in using mobile devices for accessing resources

Use of mobile device most days Do not use the college Wi-Fi

Use mobile devices occasionally Want full college Wi-Fi coverage

10.9

43

165354

My work carried out on an Android Mobile Library App using http://www.andromo.com

10.10