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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