GroupMe: Investigating Use of Mobile Instant Messaging in Higher Education Courses

Gronseth, Susie; Hebert, Waneta

doi:10.1007/s11528-018-0361-y

Cited by 20 publications

(8 citation statements)

References 14 publications

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“…In a similar study targeting graduate students of two courses in a public university in the South-Central USA, Gronseth and Hebert [52] investigated the use of a mobile instant messaging application (GroupMe) to facilitate course communications. The participants used many features of GroupMe such as tagging other users, liking posts and sharing photos.…”

Section: Collaborationmentioning

confidence: 99%

How Ready Is Higher Education for Quality 4.0 Transformation according to the LNS Research Framework?

et al. 2021

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The world is evolving, and it has transformed from the industrial age to the era of connected and intelligent products in both organizations and competition. The advances in technology in the last decade have led to the introduction of a new term called Industry 4.0 or the fourth industrial revolution and that has led to the emergence of the term Quality 4.0. Quality 4.0 is the digitalization of traditional quality approaches and the focus on the use of digital tools to improve an organization’s ability to meet customers’ requirements with high quality. The purpose of this paper is to assess the environments of higher education institutions (HEIs) against the 11 axes of LNS Research Quality 4.0 framework and provide insights about their readiness for Quality 4.0 transformation. The framework helps the organizations digitalize their traditional quality practices and transform to Quality 4.0 through exploring the traditional quality—Quality 4.0 continuum of tools and/or concepts related to each axis so they can assess their transformation efforts accordingly. This paper uses these continuums to identify the quality implementation efforts conducted by HEIs through analyzing the continuums’ related practices adopted within their environments and find out what should be done to get to the full transformation to Quality 4.0 within the higher education field. The study shows the HEIs potential of adopting the Quality 4.0 tools and techniques of varies axes of the framework while revealing a limited adoption of most of them in the current times. This is due to several challenges the most impacting of which is having fragmented processes together with fragmented data systems and sources. The study is concluded with a proposed roadmap to assist HEIs to get the best out their efforts in the Quality 4.0 transformation process.

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Section: Collaborationmentioning

confidence: 99%

How Ready Is Higher Education for Quality 4.0 Transformation according to the LNS Research Framework?

et al. 2021

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“…17 In a study of two graduate courses, the MIM GroupMe was used to provide students the opportunity to engage in course discussions, connect concerning course activities, and pose questions unrelated to course content. 18 Here we report on our efforts to improve student engagement in course content, during pandemic remote learning, through the use of technology. Listed below are the three approaches implemented for the first time in our College Chemistry I course during the pandemic shutdown.…”

Section: ■ Introductionmentioning

confidence: 99%

“…MIM applications offer a communication platform with temporal affordance (convenient and close to students) while being user-friendly and multimodal, all at a low cost . In a study of two graduate courses, the MIM GroupMe was used to provide students the opportunity to engage in course discussions, connect concerning course activities, and pose questions unrelated to course content …”

Section: Introductionmentioning

confidence: 99%

Assessing Technology’s Impact on General Chemistry Student Engagement During COVID-19

LeSuer

Reed

2022

J. Chem. Educ.

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The COVID-19 pandemic resulted in implementation of a wide variety of technological tools to facilitate classroom instruction. However, the accelerated implementation timeline provided limited opportunities for evaluating the effectiveness of the various approaches. Here, we report on our use of three tools designed to enhance student participation in a hybrid teaching environment in order to identify tools suitable for adoption in “back to normal” classroom settings. Prerecorded lectures were presented in a flipped-classroom format using VoiceThread, a platform that allows for asynchronous content delivery and feedback. In-classroom instruction included a second instructor moderating a live stream learning management system (LMS) chat accessible to students who were not physically present in the classroom. Lastly, group texting via GroupMe was used to provide rapid feedback outside of the classroom. Student engagement was evaluated via application usage analytics, and students provided input on technology use in an end-of-semester survey. Students had a generally favorable view of the technology implementation in the course, especially those who identified as being comfortable with technology. In general, student engagement with course content decreased throughout the semester. A noticeable shift in the nature of communication from course logistics to course material was observed as the semester progressed. Our analysis suggests that incorporating technological approaches to facilitate increased student–teacher interactions can be beneficial and should be considered in “back to normal” instruction. Technology use may be improved with better on-boarding for students who are less comfortable with technology and instituting approaches that encourage a more sustained engagement throughout the duration of the course.

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“…GroupMe: investigating use of mobile instant messaging in higher education courses (Gronseth & Hebert, 2019)…”

mentioning

confidence: 99%

Structure in Distance Learning: A Systematic Literature Review

Kandemir

Çakmak

2021

Participatory Educational Research

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The research aims to determine the elements under the structural component in distance learning environments. The research was conducted as a systematic literature review. The research was conducted on a total of 54 studies. The studies were accessed through the electronic databases accessible at Gazi University. A PRISMA flow chart was used to select the studies. The classification of the studies into categories and codes was done using content analysis, in terms of the structural component. A total of 78 codes were found in 5 categories under which 5409 codings were made. It was found that under the structural component, the Technology category was the most frequently used. This category is followed by flexibility-rigidity, assessment, guidance and curriculum. The most frequently used code in the studies is individual feedback, which falls under the flexibility-rigidity category. As a result of the study, some suggestions were made for designers of distance education media. They should pay maximum attention to the flexibilityrigidity category to support students' sense of belonging. It is recommended to use different (textual, audio/video) feedback methods in the learning environment. They are expected to pay more attention to the Curriculum category to support learner success. The roles of teachers and learners should be clearly defined. Technology should be planned to support all processes such as interaction, access to content, communication, sharing, collaboration, and evaluation that may be experienced in the learning environment. Formative evaluation should be considered important and more than one method of performance assessment should be used. Since technological platforms are the basic elements of communication, they should be used extensively in learning environments.

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GroupMe: Investigating Use of Mobile Instant Messaging in Higher Education Courses

Cited by 20 publications

References 14 publications

How Ready Is Higher Education for Quality 4.0 Transformation according to the LNS Research Framework?

How Ready Is Higher Education for Quality 4.0 Transformation according to the LNS Research Framework?

Assessing Technology’s Impact on General Chemistry Student Engagement During COVID-19

Structure in Distance Learning: A Systematic Literature Review

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