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ERIC Number: EJ1163229
Record Type: Journal
Publication Date: 2018-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2324-805X
WhatsApp Messenger as a Learning Tool: An Investigation of Pre-Service Teachers' Learning without Instructor Presence
Alenazi, Ali A.
Journal of Education and Training Studies, v6 n1 p1-8 Jan 2018
This study investigated the extent to which pre-service teachers can utilize WhatsApp Messenger to create an effective learning platform without instructor interference. Twenty-six male pre-service teachers created a WhatsApp group and interacted through it independently for nine weeks. Each pre-service teacher was required to share a minimum of two posts on a weekly basis, for eighteen posts in total. The pre-service teachers were given clear rules for participation that included a wide range of topics and the definition of an accepted post. The frequency of posts was recorded to determine the magnitude of participation. Focus group interviews were conducted to investigate reasons behind each pre-service teacher's magnitude of participation. The results of the study revealed that the participation rate of the entire group was unsatisfactory (57%), with only six pre-service teachers meeting the minimum required number of posts. Interestingly, these six pre-service teachers created a small but unique norm of learning environment by regulating their own and other peers' performance as well. The reasons for the magnitude of participation, additional results, and implications of the study findings for educational settings are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A