A Survey of WhatsApp as a Tool for Instructor-Learner Dialogue, Learner-Content Dialogue, and Learner-Learner Dialogue

Authors: Ebrahim Panah, Muhammad Yasir Babar

Abstract:

Thanks to the development of online technology and social networks, people are able to communicate as well as learn. WhatsApp is a popular social network which is growingly gaining popularity. This app can be used for communication as well as education. It can be used for instructor-learner, learner-learner, and learner-content interactions; however, very little knowledge is available on these potentials of WhatsApp. The current study was undertaken to investigate university students’ perceptions of WhatsApp used as a tool for instructor-learner dialogue, learner-content dialogue, and learner-learner dialogue. The study adopted a survey approach and distributed the questionnaire developed by Google Forms to 54 (11 males and 43 females) university students. The obtained data were analyzed using SPSS version 20. The result of data analysis indicates that students have positive attitudes towards WhatsApp as a tool for Instructor-Learner Dialogue: it easy to reach the lecturer (4.07), the instructor gives me valuable feedback on my assignment (4.02), the instructor is supportive during course discussion and offers continuous support with the class (4.00). Learner-Content Dialogue: WhatsApp allows me to academically engage with lecturers anytime, anywhere (4.00), it helps to send graphics such as pictures or charts directly to the students (3.98), it also provides out of class, extra learning materials and homework (3.96), and Learner-Learner Dialogue: WhatsApp is a good tool for sharing knowledge with others (4.09), WhatsApp allows me to academically engage with peers anytime, anywhere (4.07), and we can interact with others through the use of group discussion (4.02). It was also found that there are significant positive correlations between students’ perceptions of Instructor-Learner Dialogue (ILD), Learner-Content Dialogue (LCD), Learner-Learner Dialogue (LLD) and WhatsApp Application in classroom. The findings of the study have implications for lectures, policy makers and curriculum developers.

Keywords: Instructor-learner dialogue, learners-contents dialogue, learner-learner dialogue, WhatsApp.

References:

[1] A.B. Amry. "The impact of WhatsApp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom." European Scientific Journal.Vol.10(22), 116-136 (2014).
[2] I.F.Al-Mashaqbeh, and F. Atef. "Learning Dialogue through WhatsApp Messenger: Students’ Experience and Attitude." International J. Soc. Sci. & Education 8.2 (2018).
[3] C. Barhoumi and P.G. Rossi. "The effectiveness of instruction-oriented hypertext systems compared to direct instruction in e-learning environments." Contemporary Educational Technology 4.4 (2013):281-308.
[4] E. Baffour-Awuah. "Institutional Case-Based Study on the Effect of Research Methods on Project Work in the Curriculum of Mechanical Engineering Programmes in Ghanaian Polytechnics." Journal of Education and Practice 6.30 (2015): 20-32.
[5] D. Bouhnik, M. Deshen, and R. Gan. "WhatsApp goes to school: Mobile instant messaging between teachers and students." Journal of Information Technology Education: Research 13.1 (2014): 217-231.
[6] P. Ramble, &C. Chipunza,“Using mobile devices to leverage student access to collaboratively-generated resources: a case of WhatsApp instant messaging at a South African University”. International Conference on Advanced ICT. 2013.
[7] F. Alghamdi, “The Role of Social Media in Developing Online Learning Communities. To the University of Exeter as a thesis for the degree of Doctor of Philosophy in Education.2019
[8] R. Alshammari, M. Parkes & R. Adlington, “Using WhatsApp in EFL instruction with Saudi Arabian university students”. Arab World English Journal (AWEJ) Volume, 8.2017
[9] P. Sivakumar, & S. Selvakumar, “Blended Learning Package: It‘s Effectiveness on Students ‘Performance and Retention in Higher Secondary Physics Course”. International Journal of Scientific & Technology Research, 8(10).2019
[10] A. A. Elhay and A. Hershkovitz. "Teachers’ perceptions of out-of-class communication, teacher-student relationship, and classroom environment." Education and Information Technologies 24.1 (2019): 385-406.
[11] H. Rosenberg and C. S. Asterhan. "WhatsApp, Teacher?”-Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools." Journal of Information Technology Education: Research 17 (2018): 205-226.
[12] L. Trenkov, "Managing teacher-student interaction via WhatsApp platform."EDULEARN14 Proceedings (2014): 6596-6600.
[13] H. Najafi and A. Tridane. "Improving instructor-student communication using Whatsapp: A pilot study." 2015 International Conference on Developments of E-Systems Engineering (DeSE).IEEE, 2015.
[14] G. Gunter and F. B. Junia de Carvalho. "Mobile Apps for Teacher Education: Identifying Social, Cognitive, and Teaching Presences in Interactions via WhatsApp."EdMedia+ Innovate Learning. Association for the Advancement of Computing in Education (AACE), (2018): 200-205.
[15] E. E. Smith, Erika E. "“A real double-edged sword:” Undergraduate perceptions of social media in their learning." Computers & Education 103 (2016): 44-58.
[16] A. Al-Omary, W. E. Alauddin, and K. J. E. Isa. "The impact of SNS in higher education: A case study of using WhatsApp in the University of Bahrain." 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015.
[17] I. Binti Mistar and M. Embi. "Students’ perception on the use of WhatsApp as a learning tool in ESL classroom." Journal of Education and Social Sciences 4 (2016): 96-104.
[18] A. M. M. Gasaymeh, "University students use of WhatsApp and their perceptions regarding its possible integration into their education." Global Journal of Computer Science and Technology (2017).
[19] D. J. Martin, “Elementary science methods: A constructivist approach”. Cengage Learning, 2012.
[20] L. Harasim, “Learning theory and online technologies” .Taylor& Francis, 2017.
[21] D. Wu, B. M. Bieber and S. R. Hiltz, "Engaging students with constructivist participatory examinations in asynchronous learning networks." Journal of Information Systems Education 19.3 (2019): 9.
[22] F. Yavuz, "Do smartphones spur or deter learning: A WhatsApp case study." International Journal of Educational Sciences 15.3 (2016): 408-415.
[23] Sahajwani. L. “Impact of WhatsApp messenger on academic performance of students-A Case Study of SIRT-Bhopal. TIMSR”, Journal of Management Research Conference Special Issue June2016.
[24] I. F. Al-Mashaqbeh, I. Fares. "Facebook applications to promote academic engagement: Student’s attitudes towards the use of Facebook as a learning tool." International Journal of Modern Education and Computer Science 11 (2015): 60-66.
[25] J. Naidoo and K. J. Kopung. "Exploring the use of WhatsApp in mathematics learning: A case study." Journal of Communication 7.2 (2016): 266-273.
[26] R. Benson and G. Samarawickrema. "Addressing the context of e‐learning: using transactional distance theory to inform design." Distance Education 30.1 (2009):5-21.
[27] M. G. Moore, "Theory of transactional distance." Theoretical principles of distance education 1 (1993): 22-38.
[28] F. Saba and R. Shearer, “Transactional distance and adaptive learning: Planning for the future of higher education”. Routledge, 2017.
[29] J. V. Burgess, “Transactional distance theory and student satisfaction with web-based distance learning courses”. Diss. University of West Florida, 2006.
[30] G. Falloon, "Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education." Journal of Research on Technology in Education 43.3 (2011): 187-209.
[31] J. M. Gullifer and G. A. Tyson, "Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism." Studies in Higher Education 39.7 (2013): 1-17.
[32] N. Annamalai, "Using whatsapp to extend learning in a blended classroom environment." Teaching English with Technology 19.1 (2019): 3-20.