The Perceptions of University Students Using WhatsApp Mobile Social Learning in Blended Mathematics Courses
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Abstract
The use of mobile learning continues to gain strong acceptance as a social technology facilitation medium in many tertiary institutions around the world. Its use as the platform in blended courses is an innovation in modern educational technology delivery methodology and strategy. This study employed WhatsApp mobile learning to explore the perceptions of 50 learners at a Caribbean university. The learners were from two Bachelor of Education mathematics courses for pre and in-service primary school teachers. These mathematics courses are compulsory and the students were either from their first or second year of their four-year degree or have been teaching for no more than five (5) years. Interviews were conducted in this qualitative research and the data analyzed. The results demonstrated that mobile social learning has a place in the future of higher education and that learners are not only easily connected synchronously but the geographical gap is greatly diminished. The interaction in such a collaborative learning environment was highlighted and the communication tool of WhatsApp exploited to the delight of the users. The learners’ gained a better perspective of the objectives of the course from the collaborative sessions. Their communicative skills improved and the continual interaction with their peers and facilitator accounted for them obtaining excellent grades, enjoying the class and learning in a friendly and fun environment. Online distance learning (ODL) was attained despite the challenges of access and cost to some learners. The WhatsApp groups also gave support to colleagues who were unable to attend class(es) and this was done in their own creative style.
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WARNER, S. (2018). The Perceptions of University Students Using WhatsApp Mobile Social Learning in Blended Mathematics Courses. Asian Journal of Distance Education, 13(2), 48-63. Retrieved from http://asianjde.com/ojs/index.php/AsianJDE/article/view/268
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References
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environment for primary school students. Unpublished doctoral dissertation, University of Malaya. Kashou, H. H. (2016). Examining university students' use of mobile technology, online engagement, and self-regulation & metacognitive tendencies across formal and informal learning environments (Order No. 10392841). Available from Education Collection; ProQuest Dissertations & Theses Global. (1874562710). Retrieved from https://search-proquestcom.newdc.oum.edu.my/docview/1874 562710?accountid=48462 Khechine, H., & Lakhal, S. (2018). Technology as a double-edged sword: From behavior prediction with utaut to students’ outcomes considering personal characteristics. Retrieved from http://www.jite.org/documents/Vol17/JI TEv17ResearchP063102Khechine4282.pdf Krasnova, T., & Ananjev, A. (2015). Students’ perception of learning in the online discussion environment. Mediterranean Journal of Social Sciences, 6(6 S1), 202- 207. http://dx.http://dx.doi.org/10.5901/mjss. 2015.v6n6s1p202 Litchfield, A., et al. (2007). Directions for m-learning research to enhance active learning. Paper presented at ASCILITE, Singapore. Lu, J. & Churchill, D. (2014). Using social networking environments to support collaborative learning in a Chinese university class: Interaction pattern and influencing factors. Australasian Journal of Educational Technology, 30(4), 472-486. Mercier, E., & Higgins, S. (2013). Learning and instruction, Retrieved from http://www.sciencedirect.com/science/a rticle/pii/S095947521200085 Muhammad, A. H., & Musbah, K. T. (2013). Improvement quality of LMS through application of social networking sites. International Journal of Emerging Technologies in Learning, 8(3), 48. Ngaleka, A., & Uys, W. (2013). Mlearning with WhatsApp: A conversation analysis. Paper presented at the 282-291. Retrieved from https://search-proquestcom.newdc.oum.edu.my/docview/13 80701816?accountid=48462 Paily, M. U. (2013). Creating constructivist learning environment: Role of “Web 2. 0” technology. International Forum of Teaching and Studies, 9(1), 39-50. Retrieved from http://www.americanscholarspress.co m/IFST. html Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Partnership for 21stCentury Skills. Retrieved from http://www.p21.org/ Piaget, J. (1950). The psychology of intelligence. London: Routledge. Piotrowski, C., & Vodanovich, S. J. (2000). Are the reported barriers to internetbased instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. Poon, J. (2013). Blended learning - An institutional approach for enhancing students’ learning experiences. Journal of Online Learning and Teaching, 9(2), 271-289. Prensky, M. (2006). Listen to the natives. (School should improve teaching). Educational Leadership,63(4), 8-13. Prichard, M. K. (1993, December). Implementing the professional standards for teaching mathematics. Mathematics Teacher, 86(9), 744747. Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2012). Mobilising teacher education: A study of a professional learning community. Teacher Development, 16. Seo, Kay Kyeong-Ju. (2013). Using social media effectively in the classroom. Blogs, Wikis, Twitter, and More, Routledge, New York: Taylor and Francis.
Smith, A. (2015). U.S. Smartphone Use in 2015. Washington, D.C.: Pew Internet & American Life Project Smith, J. (2004). The efficacy of online mathematics courses: how well are students learning mathematics in online course environments. Retrieved from file:///C:/Users/Warner/Downloads/mat haonline2.pdf Soyemi, J., Oloruntoba S., & Blessing. O. (2015). Analysis of mobile phone impact on student academic performance in tertiary institution. Retrieved from http://www.ijetae.com/files/Volume5Iss ue1/IJETAE_0115_57.pdf The digital divide survey. (2013). Retrieved from https://tatt.org.tt/Portals/0/documents/D igital%20Divide%20Survey2013_FINA L%2017-01-2014-reduced.pdf Tangney, B., Weber, S., O’Hanlon, P., Knowles, D., Munnelly, J., Salkham, A., & Jennings K. (2010). ‘MobiMaths’: An approach to utilising smartphones in teaching Mathematics. In M. Montebello, V. Camilleri & A. Dingli (Eds.). Proceedings of mlearn2010: 10th world conference on mobile and contextual learning. University of Malta: Valetta. Tomlinson, B., & Whittaker, C. (2013). Blended learning in English language teaching: course design and implementation. Retrieved from https://doi.org/ 10.1017/S0958344014000366 Trinidad Guardian Newspaper. (2017). In excess of two million mobile subscribers. (2017, March). Retrieved from http://www.guardian.co.tt/news/201703-07/tt-excess-two-million-mobilesubscribers. Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need and what we can do. New York: Basic Books. Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (ed.). The Concept of Activity in Soviet Psychology (pp.144-188). Armonk, NY: M.E. Sharpe. Wallace, A. (2014). Social Learning Platforms and the Flipped Classroom. International Journal of Information and Education Technology,4(4), 293-296. http://dx.doi. org/10.1109/ICeLeTE. 2013. 6644373.