The utilization of WhatsApp for teaching and learning in an initial teacher preparation programme at a 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.