Supporting Mobile Learning with WhatsApp based on Media Richness

Boyinbode, Olutayo; Agbonifo, Oluwatoyin C.; Ogundare, Aderonke

doi:10.22632/ccs-2017-251-89

Cited by 25 publications

(20 citation statements)

References 22 publications

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“…Findings from the study indicate that participants can communicate and learn through WhatsApp wherever they may be. According to Boyinbode et al, (2017), confirm that due to the media richness of WhatsApp, it is more suitable for mobile learning. The following statistics from their study show social media applications that will best engender mobile learning are as follows: 65% for WhatsApp, 25% for Email, 10% for Twitter, and 10% for BBM.…”

Section: Discussionmentioning

confidence: 93%

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

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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.

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Section: Discussionmentioning

confidence: 93%

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

View full text Add to dashboard Cite

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“…There are plenty of features that make use of WhatsApp in HEIs more attractive as outlined by Kadam and Mhatre (2016), Boyinbode et al. (2017) and Bouhnik and Deshen (2014).…”

Section: The Whatsapp Messenger: Its Background Features and Usementioning

confidence: 99%

“…There are plenty of features that make use of WhatsApp in HEIs more attractive as outlined by Kadam and Mhatre (2016), Boyinbode et al (2017) and Bouhnik and Deshen (2014). One of the features is that WhatsApp has a capability of being customised to operate in various smartphone operating systems such as Android and can be accessed through most other smartphones regardless of the operating system or the type of the smartphone.…”

Section: The Whatsapp Messenger: Its Background Features and Usementioning

confidence: 99%

Using the decomposed theory of planned behaviour to understand university students’ adoption of WhatsApp in learning

Nyasulu

Chawinga

2019

E-Learning and Digital Media

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As an instant messaging application accessed through smartphones, WhatsApp is currently used by millions of people across the world to share information in various formats such as audio, photos, videos and text. The higher education is one of the sectors where the hype of WhatsApp has been acknowledged and consequently, students and lecturers continue to embrace this technology. Using the decomposed theory of planned behaviour model, the study investigated the use of WhatsApp technology by information and communication technology students and land management students at Mzuzu University in Malawi. In order to collect both, qualitative and quantitative data, researchers used a questionnaire with predominantly closed ended questions and semi structured interviews. Findings showed that 51 (92.7%) students own smartphones and the majority use WhatsApp to accomplish various academic activities including sharing academic information, communicating with fellow students and lecturers, and conducting collaborative learning activities. According to the study, the benefits associated with WhatsApp use by students included instant sharing of information, academic collaboration, and ability to learn beyond classroom hours. Challenges include costs of ICT gadgets, frequent electricity outages and unreliable Internet connection from mobile network service providers. The study recommends that Mzuzu University should improve Internet bandwidths and install more Wi-Fi access points across the campus. The study recommends further that mobile network service providers in Malawi should offer special or competitive smartphones prices to students in addition to improving their network signal.

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“…The final two features, media support and message latency, were more directly related to communication richness. Boyinbode et al (2017) reported similar findings when comparing WhatsApp, Twitter, Blackberry Messaging, SMS and email: they found that participants differentiated between the different tools based primarily on message latency while rating them roughly the same on media support.…”

Section: What Is It About Whatsapp?mentioning

confidence: 56%

Inquiry-based learning: Emirati university students choose WhatsApp for collaboration

Albers

Davison

Johnson

2017

Learning and Teaching in Higher Education: Gulf Perspectives

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Considerable research has shown the value of Inquiry-Based Learning (IBL) regarding student engagement and motivation, depth of learning, and cognitive flexibility. Student collaboration is one component of this approach, since students must communicate and work together inside and outside of class time when engaging with an IBL project. Choosing a mobile learning tool can benefit student collaboration in so far as the tool enables anytime/anywhere collaborative learning. This study looked at how 118 Emirati undergraduate students in a government-sponsored university in the United Arab Emirates chose to collaborate in an IBL semester-long assignment. Unlike some approaches that dictate the technology selection to students (Barczyk & Duncan, 2013;Prescott, Wilson & Becket, 2013), in this project course instructors gave the students autonomy to choose the best mobile learning tools for their group. The study used a mixed-methods approach to collect data on which tools students perceived as best for IBL. Participants were surveyed three times about which tool they preferred for university work: a pre-project survey, a mid-project survey, and post-project survey. Results show that students changed their preferred tool to WhatsApp over the course of the semester. A focus group with each course section provided qualitative data as to why students preferred WhatsApp. The students also delivered poster presentations as to how WhatsApp helped them complete their community-based IBL projects. This study will show how WhatsApp can be a successful mobile learning tool for student collaboration in IBL.

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Supporting Mobile Learning with WhatsApp based on Media Richness

Cited by 25 publications

References 22 publications

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Using the decomposed theory of planned behaviour to understand university students’ adoption of WhatsApp in learning

Inquiry-based learning: Emirati university students choose WhatsApp for collaboration

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