Using WhatsApp for Teaching a Course on the Education Profession: Presence, Community and Learning

I Ketut Suardika, Alberth, Mursalim, Siam, Lelly Suhartini and Nikolaus Pasassung
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I Ketut Suardika: Universitas Halu Oleo, Kendari, Indonesia
Alberth: Universitas Halu Oleo, Kendari, Indonesia
Mursalim: Universitas Halu Oleo, Kendari, Indonesia
Siam: Universitas Halu Oleo, Kendari, Indonesia
Lelly Suhartini: Universitas Halu Oleo, Kendari, Indonesia
Nikolaus Pasassung: Universitas Sulawesi Tenggara, Kendari, Indonesia

International Journal of Mobile and Blended Learning (IJMBL), 2020, vol. 12, issue 1, 17-32

Abstract: Social media has gained popularity in the realm of education. However, little research has examined empirically the extent to which students interacting using social media experience a different level of social presence, sense of community and perceived learning compared to those interacting face-to-face. As many as 100 students who were taking a course on Education Profession at the Department of Primary School Teacher Education at Halu Oleo University were recruited for this study. The students were randomly divided into two groups: Group one attended conventional face-to-face classroom instruction over the course of seven weeks and Group two used WhatsApp for learning. Questionnaires measuring social presence, sense of community and perceived learning were pre- and post-tested, followed immediately by interviews. The WhatsApp group reported a stronger sense of community, but both groups experienced an equal level of social presence and perceived learning. Reported benefits of WhatsApp far outnumbered its drawbacks.

Date: 2020
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