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

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Participant B Participant B had some classes that require Internet research during the lectures. B thought it was great to look up topics or content in class when the professor asked them to. Just like other interviewees, B liked to use his own laptop too. B said there were a lot of things he could do on his own laptop with the WLANs. One of his professors always gave out a lot of class notes to students when the lecture started. B could always ask and download them from the professor’s online drive because B preferred to read from his laptop instead of paper. The advantages were ease of filing and finding things when needed. Participant P The help that participant P got from using the WLANs in class was quite similar to other interviewees, such as research instantly, download and upload files, save time and paper.. This was common with most interviewees, who thought they had everything if they had their laptop at hand. � Difficulties with Wireless Local Area Networks (WLANs) connection This section aims to understand the difficulties participants have had in connecting to the WLANs since they started to use it. Of the ten interviewees, four participants had difficulties sometimes when they tried to login into the WLANs. Participant S Participant S did not have any difficulty in connecting to the WLANs on campus. S said “It is good. They build it good enough and make it very simple to connect. There should not be any trouble at all. The steps are very easy.” Participant E On weekdays, participant E usually spent approximately six hours at the graduate centre on her laptop with the WLANs connection. Most weekends, 77
she had her classes. E said she had trouble logging in to the WLANs on weekends and weekends only. E mentioned the traffic problem over the networks again as she said it was an inconvenience. The login would take a long time and/or fail when there were a lot of students using the WLANs at the same time. At that time too, she could not get help from the IT department (which is called “askI.T.” at UNITEC New Zealand) because the IT department is only available from Monday to Friday 8:00 am to 5:00 pm. The issue was that there was no such login problem when they were available. Participant L Normally, there was no problem in connecting to on-campus WLANs for participant L. Signal or speed was not stable sometimes and it could cause login failure or take a longer time. L felt that might be a difficulty for him. Participant A Participant A was one of those who had no problem connecting to the WLANs by themselves. The reason A gave was: “There is an orientation when the semester begins. Some people from the IT department came and taught us how to login to the computers in the computer lab and we know can get help from them if we have any technical problem. Then later, I took my laptop to the IT department, and they taught me how to connect to the WLANs as well. It is easy and similar with login to the system in the computer lab.” Participant MC Participant MC thought the steps for connecting on-campus WLANs were quite simple and easy, she just followed the instructions. The instructions could be obtained from the IT department. Participant M Participant M also said it was quite easy. Users first needed to make sure their laptops could find the wireless networks around, by opening the 78
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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
Page 33 and 34: 2.3 Summary This literature review
Page 35 and 36: 3. Methodology 3.1 Purpose of the R
Page 37 and 38: WLANs on students, the interview wa
Page 39 and 40: Summary of qualitative research tec
Page 41 and 42: Setting This study was conducted on
Page 43 and 44: Step 6: The results of observation
Page 45 and 46: Step 1: Identifying key words. The
Page 47 and 48: Step 3: Divide the answers into dif
Page 49 and 50: that writing lends to observation
Page 51 and 52: 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: Participant A Participant A conside
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 and 104: explains why most of participants w
Page 105 and 106: 5.4.2. What restrictions are there
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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