Literaturnachweis - Detailanzeige
| Autor/in | Jordan, Katy |
|---|---|
| Titel | How Can Messaging Apps, WhatsApp and SMS Be Used to Support Learning? A Scoping Review |
| Quelle | In: Technology, Pedagogy and Education, 32 (2023) 3, S.275-288 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jordan, Katy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-939X |
| DOI | 10.1080/1475939X.2023.2201590 |
| Schlagwörter | Computer Mediated Communication; Telecommunications; Handheld Devices; Written Language; Literature Reviews; COVID-19; Pandemics; Social Media; Tutoring; Cooperative Learning; Faculty Development; Refugees; Electronic Learning; Developing Nations; Peer Teaching |
| Abstract | In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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