Abstract
Higher education institutions (HEIs) rely on online learning to support diverse student populations, including non-traditional students. While access to digital devices has been examined, limited research has explored how different devices are perceived in relation to student-centred learning. This study investigates non-traditional students’ perceptions of digital devices used for online learning and examines whether these perceptions differ when devices are evaluated through a student-centred learning lens. Using a questionnaire administered at a South African HEI, quantitative data were collected from 139 respondents. Descriptive analysis indicates that laptops are consistently perceived as the most suitable device for online and student-centred learning. Importantly, students differentiate between devices that facilitate access and those that support student-centred engagement, with tablets viewed as pedagogically desirable but less accessible and smartphones regarded as access tools. The findings highlight the importance of aligning device affordances with student-centred pedagogy and addressing access-related inequities in online learning environments.