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The utilization of WhatsApp for teaching and learning in an initial teacher preparation programme at a University of Technology
Author(s)
Mabaso, Nkosinomusa
Date Issued
2021
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The thesis discusses utilization of WhatsApp for teaching and learning in an initial
teacher preparation programme at a University of Technology. This study was guided
by one main research question: “How do lecturers and students utilise WhatsApp for
teaching and learning in an initial teacher preparation programme at a University of
Technology in South Africa”? The three sub-research questions are: (i). How is
WhatsApp used by lecturers and students as a communication tool in an initial teacher
preparation programme at a University of Technology in South Africa? (ii). How is
WhatsApp used by lecturers and students as an educational tool in an initial teacher
preparation programme at a University of Technology in South Africa? and (iii). Why
do students prefer using WhatsApp to Blackboard? The study employed Garrison,
Anderson and Archer’s (2010) Community of Inquiry (CoI) as a theoretical framework.
An interpretative paradigm guided the design of this qualitative case study. Sixteen
students and two lecturers were purposively selected participants, involved at the
University of Technology, the site of this research project. Data collection tools used
included: semi-structured interviews, focus group interviews and documentary data
(WhatsApp screenshots); all these data were inductively and deductively analysed. To
answer the main and sub-research questions, several themes emerged which
explained how WhatsApp was utilised as a teaching and learning tool. These benefits
included using WhatsApp as an affordable tool for communication, information sharing
and reminding. Collaborative learning, developing English skills and facilitating
distance learning were the greatest advantages of using this application in education.
WhatsApp proved to be an important device when it was utilised during the strikes by
lecturers and students as a teaching and learning tool. There were some limitations of
WhatsApp as a teaching and learning tool which included: lack of internet access, lack
of data and distractions. Students revealed that they preferred WhatsApp to
Blackboard due to the lack of training on how to use Blackboard, shortages of computer
labs and poor service from the Information Communication Technology (ICT)
Department.
teacher preparation programme at a University of Technology. This study was guided
by one main research question: “How do lecturers and students utilise WhatsApp for
teaching and learning in an initial teacher preparation programme at a University of
Technology in South Africa”? The three sub-research questions are: (i). How is
WhatsApp used by lecturers and students as a communication tool in an initial teacher
preparation programme at a University of Technology in South Africa? (ii). How is
WhatsApp used by lecturers and students as an educational tool in an initial teacher
preparation programme at a University of Technology in South Africa? and (iii). Why
do students prefer using WhatsApp to Blackboard? The study employed Garrison,
Anderson and Archer’s (2010) Community of Inquiry (CoI) as a theoretical framework.
An interpretative paradigm guided the design of this qualitative case study. Sixteen
students and two lecturers were purposively selected participants, involved at the
University of Technology, the site of this research project. Data collection tools used
included: semi-structured interviews, focus group interviews and documentary data
(WhatsApp screenshots); all these data were inductively and deductively analysed. To
answer the main and sub-research questions, several themes emerged which
explained how WhatsApp was utilised as a teaching and learning tool. These benefits
included using WhatsApp as an affordable tool for communication, information sharing
and reminding. Collaborative learning, developing English skills and facilitating
distance learning were the greatest advantages of using this application in education.
WhatsApp proved to be an important device when it was utilised during the strikes by
lecturers and students as a teaching and learning tool. There were some limitations of
WhatsApp as a teaching and learning tool which included: lack of internet access, lack
of data and distractions. Students revealed that they preferred WhatsApp to
Blackboard due to the lack of training on how to use Blackboard, shortages of computer
labs and poor service from the Information Communication Technology (ICT)
Department.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2021
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