Leveraging Moya[superscript MA], WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e-Learning University

Autor/inn/en	Chaka, Chaka; Nkhobo, Tlatso; Lephalala, Mirriam
Titel	Leveraging Moya[superscript MA], WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e-Learning University
Quelle	In: Electronic Journal of e-Learning, 18 (2020) 6, S.494-515 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Technology Integration; Computer Mediated Communication; Discussion Groups; Integrated Learning Systems; Open Universities; Electronic Learning; Distance Education; Undergraduate Students; Teacher Education; Essays; Affordances; Scaffolding (Teaching Technique); Asynchronous Communication; Metacognition; Foreign Countries; Reflection; South Africa + Suchen Sie Ihr Suchwort? Computerkonferenz; Offene Universität; Distance study; Distance learning; Fernunterricht; Lehrerausbildung; Lehrerbildung; Essay; Aufsatzunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a study that integrated two instant messaging applications (Moya Messenger App and WhatsApp) and a myUnisa's online discussion forum (ODF), and utilised them as tools to support student learning at an open and distance e-learning university in South Africa. The participants in this study were 41 undergraduate education students enrolled for an undergraduate English Studies module. Employing a case study research design, the study utilised voluntary sampling to select its participants, and set out to answer three research questions. Data were collected through the three afore-mentioned tools. To this effect, the study made the following observations. First, both the instructor and students were able to engage in asynchronous and synchronous scaffolding using Moya Messenger App. This included engaging in features of scaffolding such as orientation, coaching, conceptual scaffolding and meta-cognitive scaffolding, largely by the instructor. Second, the instructor used Moya Messener App to engage in presence teaching, while students utilised it to engage in presence learning. Third, students utilised WhatsApp to produce short synchronous formal essays based on a compare and contrast essay writing activity. Fourth and last, students used myUnisa's ODF to produce meta-content reflective writing about the module. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01