Using WhatsApp for Teaching a Course on the Education Profession

Suardika, I Ketut; Alberth,; Mursalim, .; Siam,; Suhartini, Lelly; Pasassung, Nikolaus

doi:10.4018/ijmbl.2020010102

Cited by 24 publications

(23 citation statements)

References 28 publications

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“…Most students stated that they preferred to use WhatsApp because they were familiar with its features and because it was reasonably affordable when it came to data bundle usage. This finding is similar to other study results (Cetinkaya, 2017;Mulenga & Marbán, 2020;Suardika et al, 2020;Susilo, 2014) that showed WhatsApp as an emerging valuable educational tool in other educational set-ups. This is especially for under-resourced students, who may only have smartphones and low data availability.…”

Section: Students' Involvement In Elearning Before and During The Lockdownsupporting

confidence: 92%

Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

Kombe

Mtonga

2021

Journal for Students Affairs in Africa

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This article reports the challenges of e‑learning faced by under-resourced students in a Zambian public university during the 2020 Covid‑19 lockdown. The article further examines the interventions made by the university to mitigate the challenges of e‑learning faced by under-resourced students. The article is based on empirical data derived from an online closed- and open-ended questionnaire completed by 73 under-resourced students, and an interview with two university staff. The quantitative and qualitative data collected were analysed using descriptive statistics and thematic analysis respectively. The article provides evidence that under-resourced students encountered various challenges related to e‑learning categorised under the following interlinked themes: technical, environmental, psychological, sociocultural, financial, and material. Lack of ICT facilities/devices (laptops, smartphones, tablets and desktops), internet, electricity, and support systems were the most critical barriers to e‑learning. Findings further showed that the sampled university made efforts to mitigate the challenges faced by students during e‑learning amid the 2020 Covid‑19 lockdown. However, there were no focused interventions to specifically address the actual challenges under-resourced students encountered. Regrettably, this suggests that the needs of under-resourced students were overlooked. Thus, the authors suggest strategies universities should put in place to uphold the participation of all students during e‑learning regardless of the circumstances.

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Section: Students' Involvement In Elearning Before and During The Lockdownsupporting

confidence: 92%

Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

Kombe

Mtonga

2021

Journal for Students Affairs in Africa

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“…There are some obstacles to learning, such as the internet access quality at home, the limited interaction between lecturers and students, and the response or feedback. Other studies show the same results that in online learning, the interaction of lecturers and students in various forms is significant [26][27][28].…”

Section: Learning Impactssupporting

confidence: 64%

Effects of WhatsApp Based Online Learning to Students' Satisfaction during COVID-19 Mitigation in Rural Area of Indonesia

Sulisworo¹,

Salem²,

Bala³

et al. 2021

ujer

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Covid-19 pandemic has a significant impact on learning practices in various countries. The Government of Indonesia conducts Covid-19 Mitigation in various sectors, including education. MOEC (Ministry of Education and Culture) issued regulations to organize knowledge using online learning at all levels of schools in all regions. Elementary schools in rural areas face obstacles in implementing online learning according to government regulations during the pandemic. Teachers use a variety of applications when carrying out online learning. Teachers use social media applications the most in education during this rapid change situation. One of the social media used during this mitigation is WhatsApp. This study aims to describe the response of learner's satisfaction in Nusa Tenggara Timur, Indonesia, during online learning with this media. This research is a quantitative descriptive study using the COLLES questionnaire. This questionnaire was created using Google Form and distributed through WhatsApp Group to students. The sampling technique used was the purposive sampling of 123 students who joined online lectures using this media. The results of this study show that students are generally satisfied with online learning. Some aspects that need to be improved are at the level of appreciation, lecturer feedback during lectures. These results provide optimism for online learning as a new learning process in the modern era after Covid-19 mitigation ends.

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“…The social media can play an important role in this process and make it possible to organize social interaction. The experience of using social networks to enhance interaction and engagement of students, to encourage peer-support is widely reviewed in the literature - Facebook [ 15 , 16 ], Twitter [ 17 ], blog [ 18 , 19 ], WhatsApp [ 20 , 21 ]. Andersen, and Ponti have analyzed the online nonformal course emphasizing teaching and learning by peers and for peers, where everyone can act as an organizer and as a participant in the course, and vice versa [ 22 ];…”

Section: Literature Reviewmentioning

confidence: 99%

Ways of Enriching MOOCs for Higher Education: A Philosophy Course

Bylieva

Zamorev

Lobatyuk

et al. 2021

Knowledge in the Information Society

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Using Massive Open Online Courses (MOOC) in higher education poses new challenges that include the following: an increase in the number of students taught by one teacher, which makes it difficult to individualize the tasks, the easy access to other students' answers due to the social media, the lower engagement of students when studying online. In the situation of the complete transition to e-education due to the 2020 pandemic, teachers were forced to solve these problems in the electronic environment. This article presents the case of enriching the online Philosophy course given to students of Peter the Great St. Petersburg Polytechnic University by creating new assignments in various forms: video blogging, multimedia projects and in-depth study of philosophical texts. In this respect, the current situation becomes advantageous and allows the lecturers to achieve better results due to the availability of all ideas and experiences and the collaborative activities of the students. The variety of approaches used in studying the Philosophy course confirms the important role of the teacher in e-learning.

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Using WhatsApp for Teaching a Course on the Education Profession

Cited by 24 publications

References 28 publications

Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

Effects of WhatsApp Based Online Learning to Students' Satisfaction during COVID-19 Mitigation in Rural Area of Indonesia

Ways of Enriching MOOCs for Higher Education: A Philosophy Course

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