Use of WhatsApp in Higher Education

Güler, Çetin

doi:10.1177/0735633116667359

Cited by 41 publications

(14 citation statements)

References 33 publications

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“…tional use of WhatsApp have indicated that it has potential to support learning anytime and anywhere, increase interest and motivation, provide cooperation, enhance learning, improve the interaction among learners, and learner-teacher (Bouhnik & Deshen, 2014;Church & de Oliveira, 2013;Guler, 2017;Jafari & Chalak, 2016;Mistar & Embi, 2016;Plana et al, 2013;Rambe & Bere, 2013;Rambe & Chipunza, 2013;Smit, 2012). Accordingly, it seems possible to suggest that Facebook and WhatsApp, along with their potential to provide informal cooperative learning environment, both could be more dynamic and effective with the help of Internet and mobile devices.…”

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confidence: 99%

“…These studies indicate that Facebook, effects of which have often been researched, has potential to increase social interaction, interest and motivation, support learning anytime and anywhere, provide cooperation, increase sense of belonging and commitment, success, teacher-student interaction, provide peer support and feedback, and enable sharing of material and information (e.g., Bosch, 2009;Cain & Policastri, 2011;Goodband, Solomon, Samuels, Lawson, & Bhakta, 2012;Irwin, Ball, Desbrow, & Leveritt, 2012;Junco, 2012;Lim & Richardson, 2016;Madge, Meek, Wellens, & Hooley, 2009;Mitchell, 2012;Muñoz & Towner, 2011;Sánchez, Cortijo, & Javed, 2014;Selwyn, 2009;Shih, 2011;Wang, Woo, Quek, Yang, & Liu, 2012;Yang, Wang, Woo, & Quek, 2011). The results of the studies on the educational use of WhatsApp have indicated that it has potential to support learning anytime and anywhere, increase interest and motivation, provide cooperation, enhance learning, improve the interaction among learners, and learner-teacher (Bouhnik & Deshen, 2014;Church & de Oliveira, 2013;Guler, 2017;Jafari & Chalak, 2016;Mistar & Embi, 2016;Plana et al, 2013;Rambe & Bere, 2013;Rambe & Chipunza, 2013;Smit, 2012). Accordingly, it seems possible to suggest that Facebook and WhatsApp, along with their potential to provide informal cooperative learning environment, both could be more dynamic and effective with the help of Internet and mobile devices.…”

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confidence: 99%

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The effects of Facebook and WhatsApp on success in English vocabulary instruction

Çetinkaya

Sütçü

2018

Computer Assisted Learning

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The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study, mixed method model, which combines both quantitative and qualitative data, was used. The success of the students in Facebook, WhatsApp, and control group showed a significant difference between the pretest and posttest, meaning that the learning environments had different effects on the increase of success of students. The analysis revealed that the difference in the mean scores of the students in WhatsApp, Facebook, and control group was significant, and WhatsApp has been more effective in the increase of the success. Although more increase in the mean scores of Facebook group was observed compared with control group, this increase was not found significant. Furthermore, students expressed their willingness to go on the practice not only in their present course, but also in their other courses as well. They also opined positive opinions that learning could also take place unconsciously. However, a few students reacted negatively against the unnecessary messages and the timing of some messages. The results indicated that, compared with Facebook, WhatsApp is more effective in teaching vocabulary.

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confidence: 99%

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confidence: 99%

The effects of Facebook and WhatsApp on success in English vocabulary instruction

Çetinkaya

Sütçü

2018

Computer Assisted Learning

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“…Media is something that can use to bring messages or information from sender to receiver so that it can stimulate students' thoughts, feelings, concerns, and interests in such a way that teaching and learning activities occur. (Güler, 2016). from question and answer test.…”

Section: Medanmentioning

confidence: 99%

Problematics Evaluation of Islamic Education Learning During Covid-19 Pandemic in MTs. Usman Syarif Medan

Tamrin

Enita

Marpaung

et al. 2021

fitrah

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The goal of this research is to analyze: (1) problems in evaluating Islamic education learning, (2) The impact of the problems, and (3) Solutions for the existing the problems. The research has been done at MTs. Usman Syarif Medan. This research is using descriptive qualitative analysis method. The data collected comes from interviews and some observation. To ensure the validity of the data, the test is carried out by credibility/trust test, transferability test, dependability test and confirmability test. The results of this learning evaluation problem are including: Difficulty of evaluating learning in the cognitive, affective, and psychomotor domains when learning is doing online (in a network). The impact of learning from home has a negative impact on educators and students. The solution to learning problems is to evaluate learning using the WhatsApp application by doing written tests, oral tests, and also quizzes. This solution is a response to learning problems during the Covid-19 pandemic.

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“…Research on the use of WhatsApp (Raiman et al, 2017) shows that this application improves learning by using messages linked to images (Cetinkaya, 2017). Its advantages include allowing almost constant and continuous contact between the agents involved in the T-L processes (Bottentuit et al, 2016), encouraging collaborative work (Güler, 2017), and promoting individual assessment of students (Petitjean and Morel, 2017).…”

Section: Using Whatsapp In Educationmentioning

confidence: 99%

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

et al. 2020

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The use of technology and all that it entails, such as applications and social networks, has led to a transformation of education in all aspects. Communication and the monitoring of training processes are being transformed through these new elements gradually incorporated into the classrooms. The aim of the study is to analyze the impact of WhatsApp and Google Drive on the monitoring of training practices among preservice students using a traditional, face-to-face methodology. A quasi-experimental design was carried out on a sample of 123 Spanish pre-service students. The data were collected by means of a questionnaire. The results show that the follow-up of external practices of future teachers using WhatsApp and Google Drive is effective in comparison with the face-to-face follow-up, although no significant differences are shown in the students' grades. Conclusions show that applying a monitoring method with these technological tools leads to an increase in students' motivation mainly as it allows a more direct interaction between the teacher and the student. It is important to select the monitoring method and the target student in the didactic development. Hence, these educational applications enable active learning where the learner is the main protagonist and can be supported and monitored.

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Use of WhatsApp in Higher Education

Cited by 41 publications

References 33 publications

The effects of Facebook and WhatsApp on success in English vocabulary instruction

The effects of Facebook and WhatsApp on success in English vocabulary instruction

Problematics Evaluation of Islamic Education Learning During Covid-19 Pandemic in MTs. Usman Syarif Medan

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

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