Student Perceptions of Tablet-Based Teaching and Learning in TNE Undergraduate Mathematics
Abstract
Tablet-based teaching and learning has become increasingly common in university mathematics courses, offering capabilities such as digital ink, dynamic visualisation, and real-time annotation. However, there is limited experiential evidence regarding how students perceive the specific benefits and drawbacks of tablet-supported teaching and learning, particularly in Transnational Education (TNE) settings. This paper presents results from a small-scale exploratory survey of undergraduate students (n = 19) attending mathematics courses within an applied sciences degree programme, who anonymously rated a set of statements regarding their experiences with tablet-based instruction on a five-point Likert scale. Initial analysis shows that students in this cohort perceived tablet teaching most positively in supporting step-by-step understanding and active engagement during lectures through real-time annotation and structured note-taking. In contrast, perceptions related to long-term recall, interest in mathematics, and preference over alternative teaching methods were more mixed. These findings suggest that students in this cohort perceived tablet-based teaching positively for supporting procedural understanding, while perceptions of other aspects of learning appeared more varied.
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BibTeX
@misc{chiotis2026student,
title = {{Student Perceptions of Tablet-Based Teaching and Learning in TNE Undergraduate Mathematics}},
author = {Dimitrios Chiotis},
howpublished = {arXiv},
year = {2026},
month = sep,
doi = {10.48550/arxiv.2609.36175},
eprint = {2609.36175},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2609.36175},
}
RIS
TY - UNPB
TI - Student Perceptions of Tablet-Based Teaching and Learning in TNE Undergraduate Mathematics
AU - Dimitrios Chiotis
PY - 2026
DA - 2026/09/28
PB - arXiv
DO - 10.48550/arxiv.2609.36175
UR - https://arxiv.org/abs/2609.36175
AB - Tablet-based teaching and learning has become increasingly common in university mathematics courses, offering capabilities such as digital ink, dynamic visualisation, and real-time annotation. However, there is limited experiential evidence regarding how students perceive the specific benefits and drawbacks of tablet-supported teaching and learning, particularly in Transnational Education (TNE) settings. This paper presents results from a small-scale exploratory survey of undergraduate students (n = 19) attending mathematics courses within an applied sciences degree programme, who anonymously rated a set of statements regarding their experiences with tablet-based instruction on a five-point Likert scale. Initial analysis shows that students in this cohort perceived tablet teaching most positively in supporting step-by-step understanding and active engagement during lectures through real-time annotation and structured note-taking. In contrast, perceptions related to long-term recall, interest in mathematics, and preference over alternative teaching methods were more mixed. These findings suggest that students in this cohort perceived tablet-based teaching positively for supporting procedural understanding, while perceptions of other aspects of learning appeared more varied.
ER -