Mobile instant messaging support for teaching and learning in higher education

So, Simon

doi:10.1016/j.iheduc.2016.06.001

Cited by 275 publications

(291 citation statements)

References 40 publications

Supporting

Mentioning

208

Contrasting

Unclassified

Order By: Relevance

“…Compared with other services and tools, MIM primarily concentrates on the immediate delivery of messages via a "pop-up" notification to present the message immediately (Quan-Haase, Cothrel & Wellman, 2005). The general characteristic of MIM can be summarized into the following: (1) users can access this kind of applications via handheld mobile devices such as smartphones, smartwatches, tablet computers etc., (2) messages can be transmitted by the Internet, not the telecommunication carriers, (3) connection between recipients can be bi-directional (one-to-one) and multi-directional (one-to-many) (So, 2016), (4) contact list can be customized by adding, deleting and blocking, (5) chat log can be saved (usually in the device), stored (usually in the cloud), cleared (not including the cache), deleted (including the cache).…”

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

“…The results show that if students chatted with higher frequency, they would demonstrate higher levels of vocabulary gain (Lai, 2016). Another study was conducted by So (2016). The instructor would provide multimedia materials and reflective questions to students in a class WhatsApp group and encourage to students to answer questions, while the control group only received administrative help within the group.…”

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

See 1 more Smart Citation

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Qiao

Tang

Hew

2018

International Journal of Educational Technology and Learning

View full text Add to dashboard Cite

Cognitive presence describes the co-construction of knowledge in an online learning community. Few previous studies examined the development of cognitive presence in using mobile instant messaging (MIM) for academic purposes. Specifically, students nowadays set up small-size MIM discussion groups to work on group projects in higher education. No study has examined the establishment of cognitive presence in these small groups. This paper reports a multicase study, investigating three self-initiated discussion groups in higher education. Data were collected primarily from the online interactive records and students' semi-structured interviews. The Community of Inquiry framework was utilized as the guidance for coding process. The results show that students demonstrated cognitive presence in the group discussions, yet only 36% of the total messages contained indicators of cognitive presence. The majority (64%) of messages were on non-academic topics, such as greetings and casual social talks. In the interviews, we found students like using MIM for social purposes, but not for academic purposes, due to the social nature of MIM, the possible delayed responses, and the lack of -facilitators‖.

show abstract

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Qiao

Tang

Hew

2018

International Journal of Educational Technology and Learning

View full text Add to dashboard Cite

show abstract

“…An author"s research on attitude study of student"s adoption of WhatsApp app learning through multimedia messages perform better results [21]. Authors propose energy efficient multimedia transmission packet size which depends on channel availability and secondary user preference in cognitive radio [22].…”

Section: Related Workmentioning

confidence: 99%

Energy Efficient Multimedia Message Sharing in Instant Messenger Apps

Butt¹,

Wang²,

Wang³

2016

IJHIT

View full text Add to dashboard Cite

show abstract

“…In this new smartphone-obsessed world, multitudes of people are more inclined to study and communicate by using various video tools in mobile device such as WeChat, QQ, WhatsApp, Skype and more [7]. Teaching and learning with them are attractive, effective in cost and suitable for distance learning.…”

Section: Introductionmentioning

confidence: 99%

Application of Zoom in Multisensory Teaching from the Perspective of Multisensory Integration

Hai-yan¹,

Guo²

2017

dteees

View full text Add to dashboard Cite

Abstract.The thesis aims to analyze the feasibility and popularity of emerging multimedia tools like Zoom in multisensory teaching. The thesis discusses the theoretical base-multisensory integration and its application in multisensory teaching. On the base of this teaching method and with innovation in educational practice, educators are more inclined to use multimedia, especially video tools like Zoom. Besides the benefits of traditional multimedia, Zoom shows other superiorities: supporting collaborative learning, sharing texts and materials on the screen and supporting saving multimedia contents and keeping records. However, multimedia is a double-egged sword, teachers should use it properly.

show abstract

Mobile instant messaging support for teaching and learning in higher education

Cited by 275 publications

References 40 publications

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Energy Efficient Multimedia Message Sharing in Instant Messenger Apps

Application of Zoom in Multisensory Teaching from the Perspective of Multisensory Integration

Contact Info

Product

Resources

About