The Study of Students Perceptions of On-campus ... - Research Bank

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and ignored all requirements for getting connected to the wireless networks. As mentioned earlier, there are two wireless networks provided to users at both campuses. The requirements for getting connected to both wireless networks are outlined on the Unitec website. “Wireless” (2007) clearly stated that 1. Ensure your laptop or wireless device supports the 802.11a, b or g standard. 2. Ensure your laptop or wireless device is suitable. 3. Ensure that your laptop is up to date with Virus Protection and Security Updates. We recommend that a personal firewall is enabled. These requirements are suitable for getting connected to both wireless networks. The difference is that the UNITEC-HOTSPOT wireless network allows users to make their own connection and the semi-trusted wireless network requires students to bring their laptops and “Visit the ask I.T. Help Desk at any time during our hours of support and we will configure wireless for you on the spot” (“Wireless”, 2007). This means the authentication process for getting onto the semi-trusted wireless network is stricter than for getting onto the UNITEC-HOTSPOT wireless network. Users of the semi-trusted wireless network can take advantage of the more secure and internal network services (“Wireless”, 2007). Most users did not even know what made the two wireless networks different. They preferred to connect to the UNITEC-HOTSPOT wireless network by typing in a username and password rather than to take their laptops to the I.T. Help Desk. The IT department should find some ways to let all WLANs users well known what the differences between two wireless networks are. By doing this, the students could distinguish the security and access levels of the two wireless networks and choose the wireless network according the individual needs. 97
5.4.2. What restrictions are there on the use of the WLANs? Among the 64 participants in this research, all the interviewees considered there must be at least one restriction on the use of the WLANs. Student account, a undertaking course, time and places were the four higher factors that students considered as restrictions. As shown in Figure 4-9, almost half of the participants agree that the users of on-campus WLANs must be students and have valid student accounts. This may be a result of all students being told by IT department staffs that they could only login to the network on any computer within campus by typing in their student account username and password. Taking course did not restrict the use of the WLANs directly. The participants considered users must be taking any course so that they could get valid student accounts. Based on the finding, seven out of ten interviewees agreed that having a student account was a major factor of restriction on the use of the on-campus WLANs. Although this was identified in the surveys as a restriction, the interviews revealed that this was not a negative restriction and students were happy about their access on campus via their user accounts. There was always a connection between time and place. Users may be restricted to the use of on-campus WLANs at a given time because the place e.g. library is not available out side the given time. It is the same in another way: the use of on-campus WLANs is allowed in the library only during opening hours. For the group of users who had access to the graduate centre, time was not considered to be a restriction. Participants E, MC and B were ones who could enter the graduate centre at any time. This group of users could use their laptops to get on the WLANs at any time. But place could still be considered as a restriction for participant MC. She thought that she could use the WLANs 24 hours 7 days but not in every place, for example she could not enter the library after hours. 98
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The Study of Students Perceptions o
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Acknowledgement I would like to tha
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4.2.1. Observations................
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List of Tables Table 3- 1: Summary
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students?” The following are seve
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ways to minimize maintenance and in
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campus” discussed the adoption of
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view, professors could use these fe
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institute owns multi buildings. For
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truly mobile computing solution”
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This article had an excellent point
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(Henderson et al. 2004). By compari
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students, only 40 used all the band
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the faculty technology; it created
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University - adopted 802.11n device
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academic that consider it from the
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2.3 Summary This literature review
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3. Methodology 3.1 Purpose of the R
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WLANs on students, the interview wa
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Summary of qualitative research tec
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Setting This study was conducted on
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Step 6: The results of observation
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Step 1: Identifying key words. The
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Step 3: Divide the answers into dif
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that writing lends to observation
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answers. Step 3: Divide the answers
Page 53 and 54: 4.1 Quantitative data findings 4.1.
Page 55 and 56: peak time was at noon, this may be
Page 57 and 58: � Places where participants usual
Page 59 and 60: � Places where participants got I
Page 61 and 62: student account. The other 36 parti
Page 63 and 64: 4.2 Qualitative data findings 4.2.1
Page 65 and 66: The situation or answers from all p
Page 67 and 68: Frequency of use of WLANs Time of u
Page 69 and 70: getting entertainment from his home
Page 71 and 72: and downloads related to his assign
Page 73 and 74: As can be seen from Table 4-3, only
Page 75 and 76: � The convenience and inconvenien
Page 77 and 78: Participant MC Participant MC thoug
Page 79 and 80: assignments and research in the lib
Page 81 and 82: compare websites or do some tests f
Page 83 and 84: Participant A Participant A conside
Page 85 and 86: she had her classes. E said she had
Page 87 and 88: The availability of the on-campus W
Page 89 and 90: � Aspect(s) of Wireless Local Are
Page 91 and 92: and security issues of the on-campu
Page 93 and 94: suggested the library should extend
Page 95 and 96: P said sometimes he could get a sta
Page 97 and 98: section of this chapter. This is in
Page 99 and 100: What opportunities are available fo
Page 101 and 102: However, no matter whether the user
Page 103: explains why most of participants w
Page 107 and 108: 5.5 Impacts on students from using
Page 109 and 110: on-campus WLANs affected student de
Page 111 and 112: 5.7 Technical issues concerning the
Page 113 and 114: to check whether the laptops used t
Page 115 and 116: This chapter integrates the concern
Page 117 and 118: follows: The users of on-campus WLA
Page 119 and 120: everyday requirement for students,
Page 121 and 122: g) Discussion h) E-learning i) Down
Page 123 and 124: Appendix C: Information Sheet Hello
Page 125 and 126: The participant should retain a cop
Page 127 and 128: Government Solution Blueprint, (200
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