Research Summary: Student Perceptions of Tablet-Based Teaching and Learning in TNE Undergraduate Mathematics

A small-scale exploratory survey was conducted to assess undergraduate student perceptions of tablet-based teaching and learning in mathematics courses within a Transnational Education (TNE) applied sciences degree program. The study, involving 19 students, aimed to gather experiential evidence on the benefits and drawbacks of this instructional method, an area currently underexplored, particularly in TNE settings. Initial analysis indicates student perceptions were captured regarding their experiences with tablet-supported instruction.

Why it matters

Understanding student perceptions of technology-enabled pedagogy is crucial for effective educational strategy and resource allocation in higher education. As digital tools become more integrated, evaluating their impact on student learning and engagement is vital for optimizing transnational education models and ensuring instructional quality.

Key insights

• Tablet-based teaching and learning is increasingly prevalent in university mathematics.
• Capabilities include digital ink, dynamic visualization, and real-time annotation.
• There is limited existing experiential evidence on student perceptions, especially in Transnational Education (TNE) contexts.
• A small-scale exploratory survey was conducted with 19 undergraduate mathematics students in an applied sciences TNE program.
• Students anonymously rated statements on their experiences with tablet-based instruction using a five-point Likert scale.
• Initial analysis of the survey data has begun to reveal student perceptions.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2609.36175