Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Abstract

The adoption of new media technologies is rapidly becoming a trend in educational environment. Given the growing popularity of social media, it has become pertinent to understand and adopt social media networks in developing future educational blue prints. This study investigates the extent to which WhatsApp platform could engender collaborative learning among undergraduate students in the University of Abuja, Gwagwalada, Nigeria. To achieve this aim, a dual research methodology was employed to drive the study. Both survey and Focus Group Discussion (FGD) were employed respectively. Surveying 400 undergraduates, data from the survey were analysed using Simple Percentage Table (SPT) and Microsoft Office tools, while data that emanated from the focus group were analysed thematically. The study incorporated ‘Technology Acceptance Model’ (TAM) to direct and guide it. Discoveries from the study found that “perceived usefulness” and “perceived ease of use” engender the use of WhatsApp among students. Also, it was discovered that students incorporated and domesticated class WhatsApp group for various purposes, particularly for learning. Overall, the study found that class WhatsApp group engenders collaborative learning to a large extent. However, it was discovered that the major challenge in class WhatsApp groups is the posting of irrelevant contents on the platforms. The study concluded that it is paramount to fully harness the potentials of WhatsApp in order to enhance learning in higher institutions.

Using the WhatsApp Social Media Application for Active Learning

“…This leads to better understanding and also by putting effort into learning, students benefit more from the knowledge and gain the ability to express their opinions. The data available to us indicate that WhatsApp use by undergraduate students and youth is widespread that almost every student uses daily, this is especially valid in Africa, India, and the Middle East (Batra, 2016; Maniar & Modi, 2013; Pindayi, 2017; Udenze & Oshionebo, 2020). Tackling active learning through the use of this application should be quite an easy task for students.…”

“…Using WhatsApp for collaborative group assignments is not new and students in the region are already familiar with the use of WhatsApp groups to collaborate on their assignments (Lam, 2015; Matassi et al., 2019; Mazana, 2018; Udenze & Oshionebo, 2020). The researcher has observed that students in his classes are already using WhatsApp heavily in their daily communications and to collaborate unofficially on group assignments, so making the use of WhatsApp official and part of the requirement of the assignment was not a big leap.…”

An exploratory investigation of the use and effects of academic instant messaging groups among university students

“…Researchers have also investigated the potential of formal AIMGs to encourage and enhance collaborative learning among students (e.g., Barhoumi 2015 ; Nitza & Roman 2016 ; Ntinda & Bidwell 2018 ; Basitere et al, 2019 ; Udenze & Oshionebo 2020 ). Across these studies results indicate that students are both willing and able to utilise formal AIMGs to share knowledge and engage in collaborative problem solving, particularly when they enjoy some degree of anonymity.…”

“…Prominent among these is the rise in staff workload that results from the increased volume of interactions and the expectation to be available for interaction at all times (Bouhnik & Deshen, 2014 ; Zulkanain et al, 2020 ). The high volume of messages from both staff and students also creates an increased possibility of the distribution of false information, confusion and misinterpretations of statements (Willemse, 2015 ; Zulkanain et al, 2020 ; Udenze & Oshionebo, 2020 ). In contexts where not all students enjoy equal access to devices and Internet connectivity, a formal AIMG may lead to information asymmetry (Willemse, 2015 ).…”

“…For the purpose of the present study we refer to these as formal AIMGs . The second category includes only a small collection of studies and concerns AIMGs that are initiated and administered by students for academic purposes, without any involvement of, or participation by, academic staff (e.g., Muktar et al, 2020 ; Udenze & Oshionebo 2020 ; Alghamdi et al, 2016 ). We refer to these groups as organic AIMGs .…”