Tactical agency? Young people’s (dis)engagement with WhatsApp and Facebook Messenger

Gangneux, Justine

doi:10.1177/1354856520918987

Cited by 15 publications

(6 citation statements)

References 37 publications

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“…The said platform is mainly used by the students rather than email or mobile phones during academic consultations due to its convenience to use (Tananuraksakul, 2018). It can share various media types, create group chats, send voice clips and text messages, and make audio and video calls (Gangneux, 2020). It was released as a stand-alone application of Facebook in 2011.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning

Insorio

Olivarez²

2021

International Journal of Professional Development, Learners and

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Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics lessons independently under this modality based on summative tests and performance tasks' results from the first grading period using self-learning modules. So, interventions must be placed by using social media platforms preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study employed a practical action research design utilizing surveys, interviews, and test materials as data collection methods validated by master teachers and a head teacher. The pretest was administered before two months of interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger groups help students cope with modular distance learning challenges. The interventions done by the teacher were effective based on the computed effect size so that the students able to learn mathematics competencies despite having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy learning at their own pace.

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Section: Literature Reviewmentioning

confidence: 99%

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning

Insorio

Olivarez²

2021

International Journal of Professional Development, Learners and

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“…On the other hand, qualitative scholars make use of various methods, such as interviews and ethnographies centering on understanding life-worlds, both of participants (e.g. Enli and Fast, 2023; Ytre-Arne, 2023; Gangneux, 2021) and of scholars themselves (e.g. Ghita and Thorén, 2021; Lucero, 2018), as well as discourse analysis of digital disconnection public discourses and materials (e.g.…”

Section: A Pluralistic Continuum Of Digital Disconnection Scholarshipmentioning

confidence: 99%

“…On the other end of the continuum, researchers who view digital disconnection as socially meaningful frequently apply an interpretivist lens and use qualitative methods (e.g. Figueiras and Brites, 2022; Gangneux, 2021; Kaun, 2021; Light and Cassidy, 2014; Pennington, 2021; Plaut, 2023; Syvertsen, 2023). In this cluster of digital disconnection research, studies often aim to contextualize, for example, through situating digital disconnection in social, political, and cultural contexts (Matassi, 2022; Van Bruyssel et al, 2023).…”

Section: A Pluralistic Continuum Of Digital Disconnection Scholarshipmentioning

confidence: 99%

Mapping a pluralistic continuum of approaches to digital disconnection

Ross,

Gilbert,

Klingelhoefer

et al. 2024

Media, Culture & Society

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The study of digital disconnection – the voluntary non-use of digital media – is a growing research domain characterized by increasingly pluralistic approaches. To map this diverse terrain, we offer an analytical heuristic: a continuum of approaches to digital disconnection. This tool proposes one primary dimension – viewing digital disconnection as individually functional to socially meaningful (ontology) – and two secondary, concomitant dimensions – holding post-positive to interpretivist perspectives on knowledge generation (epistemology) as well as applying quantitative to qualitative methods (methodology). We offer examples of scholarship along the continuum and advocate for the complementarity of different approaches. Although the continuum is not a universal framework, it provides a tool for scholars to review the domain and for digital disconnection researchers specifically to locate themselves on and build bridges across the continuum. We hope that this continuum supports and expands the pluralistic nature of digital disconnection scholarship into the future.

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“…On the other side, Facebook Messenger, or simply Messenger as a messaging application is convenient to use and many students use this compared with mobile calls (Tananuraksakul, 2018). It can create a group chat, send a text message with a voice clip and make video or audio calls (Gangneux, 2020). Hence, this is an excellent platform for an online discussion of school lessons to help students perform better in examinations (Farhan, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Messenger lectures and video lessons as mathematics interventions for modular distance learning

Insorio

Insorio²

2023

International Journal of Professional Development, Learners and Learning

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Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.

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Tactical agency? Young people’s (dis)engagement with WhatsApp and Facebook Messenger

Cited by 15 publications

References 37 publications

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning

Mapping a pluralistic continuum of approaches to digital disconnection

Messenger lectures and video lessons as mathematics interventions for modular distance learning

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