The Utilities of Prominent Learning Theories for Mobile Collaborative Learning (MCL) with Reference to WhatsApp and M-learning

Nyembe, Bangisisi Zamuxolo Mathews; Howard, Grant Royd

doi:10.1109/icabcd.2019.8851042

Cited by 4 publications

(3 citation statements)

References 88 publications

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“…Mobile and social media technologies are a relatively recent development, but human learning is a natural human process and many theories to explain how human learning occurs have been developed since the time of the Ancient Greek philosophers [9]. However, Collaborative Learning, Communities of Practice, Connectivism, Conversation Theory and Social Learning Theory appear to relate especially well to learning with mobile and social media technologies.…”

Section: Mobile Learning (M-learning)mentioning

confidence: 99%

“…For example, one study reported that WhatsApp improved learning [7] and another reported that WhatsApp did not [8]. Furthermore, in a recent study, the reviewed literature showed research about WhatsApp and teaching and learning from various viewpoints, but none measured collaboration on WhatsApp in relation to academic achievement [9], including there being a lack of instruments for measuring collaboration on WhatsApp. This was the research problem.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, the study provides an original contribution to the scientific body of knowledge in the broad domains of MCL and m-learning. Furthermore, the study contributes to knowledge generation in Africa, since less than a fifth of the articles reviewed related to studies in Africa [9].…”

Section: Introductionmentioning

confidence: 99%

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Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

Nyembe

Howard

2020

Lecture Notes in Computer Science

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It has been reported that WhatsApp, a social media application, had approximately 1.6 billion active users globally as of July 2019, almost one-fifth of the total world's population. Thus, research about WhatsApp's influence in general and especially its influence in education was relevant and significant. While there was much research involving WhatsApp and learning, it was not conclusive about the effects of WhatsApp on student learning. Specifically, research focusing on collaborative learning using WhatsApp was lacking, including research instruments for measuring collaboration on WhatsApp. Consequently, the paper's research problem was the lack of research instruments for measuring collaboration on WhatsApp in relation to academic achievement. To address the research problem, the study followed the important initial and conceptual steps of the instrument development process to develop a research instrument to measure collaboration on WhatsApp in relation to academic achievement. The result of the paper was a developed instrument that provides researchers with a basis to measure the explanatory constructs involved in mobile collaborative learning (MCL) processes on WhatsApp and potentially other social media platforms. Therefore, the paper made an appropriately theoretical contribution, which was grounded in the scientific literature. The study facilitated positivistic research and epistemology for acquiring objective and precise scientific knowledge. Such deductive research promotes theory testing and development and presents educators and students with scientific evidence about learning with MCL applications such as WhatsApp from which both curriculum and learning design can be informed and benefited. In the age of connected mobility this is a necessity.

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Section: Mobile Learning (M-learning)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

Nyembe

Howard

2020

Lecture Notes in Computer Science

Self Cite

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Toward better intelligent learning (iLearning) performance: what makes iLearning work for students in a university setting?

Chen

et al. 2022

Behaviour & Information Technology

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We explored the critical factors associated with iLearning that impact students' learning performance and identified the factors with a notable influence to help managers in higher education institutions increase the effectiveness of iLearning for students. We initially synthesised 4 main dimensions (including 26 criteria): performance expectancy, lecturers' influence, quality of service, and personal innovativeness. Subsequently, we conducted surveys in two stages. First, by studying a group of students with experience using iLearning at Taiwanese universities, we extracted 5 critical dimensions (including 18 criteria) through a factor analysis. Second, by studying a group of senior educators and practitioners in Taiwan, we prioritised the dimensions and criteria through the analytic hierarchy process (AHP). We found that performance expectancy is the top critical dimension, and the top five critical criteria pertain to enhancing the learning performance, increasing the learning participation, altering learning habits, ensuring access at all times, and enabling prompt use of learning resources. Moreover, we recommend several suggestions for the relevant managers to enhance the students' iLearning performance.

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Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships

García-Gómez

2020

Computer Assisted Language Learning

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The Utilities of Prominent Learning Theories for Mobile Collaborative Learning (MCL) with Reference to WhatsApp and M-learning

Cited by 4 publications

References 88 publications

Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

Toward better intelligent learning (iLearning) performance: what makes iLearning work for students in a university setting?

Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships

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