Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Postgraduate Students’ Perceptions of WhatsApp Groups as a Learning Support Tool in Online Education

Mohammed, Usman, Ahmad Muhammad Najeeb, Ibrahim Abdu, Ahmed Zainab Tijjani, Johnson Wito Malgwa

Abstract

With the growing integration of digital communication platforms in education, WhatsApp has emerged as a widely used tool for academic interaction among postgraduate students. This study explores the perceptions of postgraduate students in the Computer Science Department at Modibbo Adama University, Yola, Adamawa State, Nigeria, regarding the use of WhatsApp groups as a learning support tool in online education. The research adopts a descriptive survey design to assess the frequency of use, perceived benefits, challenges, and overall impact on student engagement and collaboration. The findings indicate that WhatsApp groups facilitate real-time communication, enhance peer-to-peer learning, and improve access to study materials and academic discussions. However, students also report challenges such as information overload, privacy concerns, and difficulties in organizing discussions. Despite these limitations, the majority of respondents agree that WhatsApp groups contribute positively to their learning experience by fostering interactive and flexible academic discussions. To enhance its effectiveness, the study recommends institutional support, structured moderation of discussions, and increased awareness of digital privacy and security measures.

Keywords

Digital learningWhatsapp for educationStudent engagementAcademic

References

Alghizzawi, M., Habes, M., Salloum, S. A., Ghani, M. A., Mhamdi, C., & Shaalan, K. (2019). The impact of smartphones usage on students’ e-learning experience: A review of literature. International Journal of Interactive Mobile Technologies (iJIM), 13(3), 140–152. https://doi.org/10.3991/ijim.v13i03.10203 Alqahtani, A., & Rajkhan, A. (2020). E-learning critical success factors during the COVID-19 pandemic: A comprehensive analysis. Education and Information Technologies, 25(6), 5261–5285. Alsaleem, B. I. A. (2014). The effect of “WhatsApp” electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal (AWEJ), 5(3), 213–225. Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. TOJET: The Turkish Online Journal of Educational Technology, 15(2), 164–172. Bansal, T., & Joshi, D. (2020). WhatsApp in education: A study of its impact on students in higher education institutions. Journal of Information Technology Education: Research, 19, 235– https://doi.org/10.28945/4584 Barhoumi, C. (2015). The effectiveness of WhatsApp mobile learning activities guided by activity theory on students' knowledge management. Contemporary Educational Technology, 6(3), 221–238. Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217– Church, K., & de Oliveira, R. (2013). What's up with WhatsApp? Comparing mobile instant messaging behaviors with traditional SMS. Proceedings of the 15th International Conference on Human-Computer Interaction with Mobile Devices and Services, 352–361. Gachago, D., Strydom, S., Hanekom, P., Simons, S., & Walters, S. (2015). Crossing boundaries: Lecturers’ perspectives on the use of WhatsApp to support teaching and learning in higher education. Progressio, 37(1), 172–187. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6 Kukulska-Hulme, A., & Traxler, J. (2019). Mobile learning: The next generation. Routledge. Mwakapina, J. W., Mhandeni, A. S., & Nyinondi, O. S. (2016). WhatsApp mobile tool in second language learning: Opportunities, potentials and challenges in higher education settings in Tanzania. International Journal of English Language Education, 4(2), 70–90. Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(34), 1–13. Nikolopoulou, K., Saltas, V., & Tsiantos, V. (2023). Postgraduate students’ perspectives on mobile technology benefits and learning possibilities: Insights from Greek students. Trends in Higher Education, 2(1), 140–151. https://doi.org/10.3390/higheredu2010009 Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544–561. https://doi.org/10.1111/bjet.12057 Rosenfeld, A., Sina, S., Sarne, D., Avidov, O., & Kraus, S. (2018). WhatsApp usage patterns and prediction of demographic characteristics without access to message content. Demographic Research, 39, 647–670. Tang, Y., & Hew, K. (2017). Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances. Educational Research Review, 21, 85–104. Van den Berg, G., & Mudau, P. K. (2022). Postgraduate students’ views on the use of WhatsApp groups as an online communication tool to support teaching and learning during COVID- Perspectives in Education, 40(1).

More Articles from INTERNATIONAL JOURNAL OF COMPUTER SCIENCE AND MATHEMATICAL THEORY

Advances in Algorithmic Contract Scoring for Pre-Negotiation Yield Optimization and Risk Retention

Author: Ngozi Samuel Uzougbo, Michael Ominyi, Cyril Chimelie Anichukwueze, Blessing, Chika Jones

DevTest flow: Designing a Scalable Continuous Testing Pipeline for High-Velocity Software Delivery

Author: Lawal Ahmed Oladimeji, Achori Busayo, Akeju BusayoZainab, Saka Samson, Damilare, Mbah Demian Chidi, Runsewe Similoluwa Mayowa, Oladiti Luqman, Abiodun