Using Mobile Instant Messaging to Leverage Learner Participation and Transform Pedagogy at a South African University of Technology

Autor/inn/en	Rambe, Patient; Bere, Aaron
Titel	Using Mobile Instant Messaging to Leverage Learner Participation and Transform Pedagogy at a South African University of Technology
Quelle	In: British Journal of Educational Technology, 44 (2013) 4, S.544-561 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12057
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Computer Mediated Communication; Student Participation; College Students; Learner Engagement; Communities of Practice; Teaching Methods; Student Attitudes; Technology Integration; Teacher Attitudes; College Faculty; Asynchronous Communication; Case Studies; Questionnaires; Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerverhalten; Fakultät; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	One of the most complicated academic endeavours in transmission pedagogies is to generate democratic participation of all students and public expression of silenced voices. While the potential of mobile phones, particularly mobile instant messaging (MIM), to trigger broadened academic participation is increasingly acknowledged in literature, integrating MIM into classrooms and out-of-the-classroom tasks has often been confronted with academic resistance. Academic uncertainty about MIM is often predicated on its perceived distractive nature and potential to trigger off-task social behaviours. This paper argues that MIM has potential to create alternative dialogic spaces for student collaborative engagements in informal contexts, which can gainfully transform teaching and learning. An instance of a MIM, WhatsApp, was adopted for an information technology course at a South African university with a view to heighten lecturer-student and peer-based participation, and enhance pedagogical delivery and inclusive learning in formal (lectures) and informal spaces. The findings suggest heightened student participation, the fostering of learning communities for knowledge creation and progressive shifts in the lecturer's mode of pedagogical delivery. However, the concomitant challenge of using MIM included mature adults' resentment of the merging of academic and family life occasioned by WhatsApp consultations after hours. Students also expressed ambivalence about MIM's wide-scale roll-out in different academic programmes. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10