Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

Abstract

It has been reported that WhatsApp, a social media application, had approximately 1.6 billion active users globally as of July 2019, almost one-fifth of the total world's population. Thus, research about WhatsApp's influence in general and especially its influence in education was relevant and significant. While there was much research involving WhatsApp and learning, it was not conclusive about the effects of WhatsApp on student learning. Specifically, research focusing on collaborative learning using WhatsApp was lacking, including research instruments for measuring collaboration on WhatsApp. Consequently, the paper's research problem was the lack of research instruments for measuring collaboration on WhatsApp in relation to academic achievement. To address the research problem, the study followed the important initial and conceptual steps of the instrument development process to develop a research instrument to measure collaboration on WhatsApp in relation to academic achievement. The result of the paper was a developed instrument that provides researchers with a basis to measure the explanatory constructs involved in mobile collaborative learning (MCL) processes on WhatsApp and potentially other social media platforms. Therefore, the paper made an appropriately theoretical contribution, which was grounded in the scientific literature. The study facilitated positivistic research and epistemology for acquiring objective and precise scientific knowledge. Such deductive research promotes theory testing and development and presents educators and students with scientific evidence about learning with MCL applications such as WhatsApp from which both curriculum and learning design can be informed and benefited. In the age of connected mobility this is a necessity.

Behavioral Intention to Use Mobile Learning: Evaluating the Role of Self-Efficacy, Subjective Norm, and WhatsApp Use Habit

“…One such tool is WhatsApp which is an instant messaging tool that has collectively changed teaching and learning communication [52]. It is imperative to highlight that WhatsApp was not designed for education [14] yet it has become prevalent [24]. When used for sharing academic information, communication, and group discussion, WhatsApp creates openness and satisfaction in learning [53].…”

“…Furthermore, this also implicates the acceptance of integrating everyday practical application for teaching and learning [22], [23]. However, albeit WhatsApp's significance and relevance [24], there is a lack of research in its effects as a technology [14], [18], nor how it influences mobile learning behavior [22], [28]. Additionally, although there is a momentous relationship between behavior, acceptance, and attitude towards mobile learning [6], [9], [25], [26], yet there is lack of research on factors influencing its use in higher education [27], [28].…”

WhatsApp, an Educational Computer System?

“…The process resulted in a theoretical framework of ten constructs applicable to the research problem with six measurement items per construct and an initial structural model (see Fig. 1) [14]. The ten constructs were Active Learning (AL), Support (S), Interdependence (ID), Interaction (IA), Formality (F), Sense of Community (SC), Trust (T), Information Exchange (IE), Collaboration (C) and self-reported Academic Achievement (AA).…”

El uso del smartphone para la gestión del trabajo colaborativo en estudiantes de educación superior argentina durante la pandemia del COVID-19

“…Nyembe y Howard (2020) han analizado el uso de WhatsApp como parte de las estrategias de aprendizaje colaborativo que llevan adelante los estudiantes, desde la perspectiva del aprendizaje móvil colaborativo (MCL, por sus siglas en inglés) y de la teoría del aprendizaje móvil (Kearney et al, 2012;Sharples et al, 2005). Para estos autores, WhatsApp tiene potencial para promover la interacción y la participación durante las actividades de aprendizaje, habilita el aprendizaje colaborativo asincrónico y ayuda a crear inmediatez y conexión en el aprendizaje formal e informal (Nyembe y Howard, 2020). En la misma línea, el trabajo de revisión documental de Montenegro (2020) sostiene que WhatsApp ha adquirido importancia significativa en el campo de la educación superior universitaria con un impulso notable al desarrollo del aprendizaje colaborativo entre estudiantes y docentes.…”