Communication Channel Between Teachers and Students in Chemistry Education: WhatsApp

Abstract

WhatsApp is a smartphone application used for instant messaging. It has been popular in the community in recent years, but it also has been used in education. In the field of education, there are studies related to field-specific subjects in English and chemistry education related to the use of WhatsApp during school hours and outside of school time. However, there could not be reached any study investigating how a specific field teacher and students use this application in voluntary groups without being bound to a particular program. For this purpose, semi-structured interviews were conducted with chemistry teachers by using WhatsApp application to communicate with students. A study was conducted with eight volunteer chemistry teachers working in State Anatolian High Schools in Çankiri and Ankara provinces. In this study conducted with the teachers at high school level, it was found out that WhatsApp application is used for five main purposes: First, these are increasing the students' motivation for the course, strengthening the communication, encouraging information sharing among students, using as an opportunity to learn, and planning the study process. The messages that accelerate the tempo of study to increase the motivation of the students about the course, sending clues about the content of the course, expressions that make them feel the success, messages indicating that their identity and personalities are valuable, the photographs of the moments experienced together were evaluated within the first scope. Second were the messages, to strengthen communication, celebrating special days and achievements, and increasing the sense of belonging. Third, information sharing content was composed of audio record, problem, solution of the problem, visuals, and documents related to a subject. Fourth, instant answers given about an unclear topic, related questions and answers were discussed in the opportunity to learn category. Finally, reminding the deadline for projects and assignments, time for exam preparation. Giving feedback were evaluated within the process planning. In addition, the learning outcomes offered by WhatsApp which is easy to use and a low-cost communication channel can be added as an advantage. Besides, providing easy access to learning materials outside the classroom, recording a speech easily, and transmitting the recording to everyone concurrently were stated as positive opinions. On the other hand, teachers indicated that there are disadvantages of the application. Teachers stated that it would be difficult to use the application in a group of students with no smartphone or Internet connection and it would not be fair in terms of communication. The teachers also stated that their motivation decreases when the students are unconcerned about questions asked by the teachers. In addition, the lack of appropriate language in communication among students in the group, in which the teacher is involved, creates educational difficulty in practice. Because of such student attitudes, the teachers are movi...

Using social media for assessment purposes: Practices and future directions

“…This process is seen to achieve timeliness of feedback where students can immediately reflect on feedback and act on it to revise their work ( Kio, 2015 ; Annamalai and Jaganathan, 2017 ; Mukhlif and Challob, 2021 ). In addition to commenting on students’ work, some teachers utilize this feedback approach to remind students of the deadline for uploading projects and assignments ( Nuray, 2019 ). The feedback also serves as a mechanism for teacher to strengthen students’ understanding on the learning topic since learning does not take place in a real time context/distance learning ( Herwin et al, 2021 ).…”

“…Due to its affordances for synchronous and asynchronous engagement, teachers reported receiving messages even at unreasonable hours. They describe spending more time responding to students’ enquiries and providing feedback on their work ( Nuray, 2019 ). The affordances of social media for flexibility blur the distinction between work and personal life.…”

“…While this evidence highlights the use of social media for learning and teaching, there are only a few reports on how social media are used for assessment purposes. It has been shown that social media can facilitate the provision of immediate feedback (e.g., Annamalai and Jaganathan, 2017 ; Nuray, 2019 ). Teachers could respond as soon as students uploaded their work ( Liu and Ko, 2020 ).…”

Matematik Öğretiminde Mobil Teknoloji Kullanımına Yönelik Veli Görüşleri

“…However, Gür (2017) also determined that families are concerned about the risks and safety threats that their children can face, and therefore they establish measures by informing their children and introducing certain limitations. Zan (2019) put forward in the study that is conducted with teachers that the WhatsApp application is used under five main topics, namely as motivating the students, communicating with the students, information sharing, creating a learning environment, and sharing the studying process. Balcı and Tezel Şahı̇n (2018) indicated in their study that teachers prefer the WhatsApp application due to fast and easy communication, informing the parents altogether, sharing videos and photographs, and economizing on time and written materials such as paper.…”

“…). Bu tür uygulamalar arasında WhatsApp uygulaması yer almaktadır Zan (2019). WhatsApp uygulamasının geleneksel sınıftaki öğrenme sürecini destekleyebildiğini, işbirlikli öğrenme ve derse aktif katılım sağlama noktasında uygulamanın olumlu yönlerini belirtmiştir.…”