Measuring Mobile Collaborative Learning and academic achievement : whatsapp and students in South Africa

Mobile learning has developed into an essential component within the education landscape and, with two billion users worldwide, the social media platform WhatsApp has become a prominent feature in this domain. Nevertheless, with ambiguity in the literature about the effects of WhatsApp on teaching and learning and especially a paucity of research measuring collaboration on WhatsApp in relation to students’ academic achievement. The purpose of the study was to explain and predict WhatsApp’s effect on academic achievement using a quantitative questionnaire. The results suggest that increased collaboration on WhatsApp may improve academic achievement. Additionally, improving other aspects, such as active learning, trust, support, formality, interaction and interdependence, may enhance collaboration and, in turn, improve academic achievement. The study has value by providing measurable scientific evidence about the effects of WhatsApp on learning that can be incorporated into the design of teaching and learning activities with WhatsApp to improve academic achievement.Uhlelo lokufunda uhamba (Mobile learning) selikhule ladlondlobala laba yisigaba esibalulekile ngaphansi komkhakha wemfundo kanti, lolu hlelo selunabasebenzisi abangamabhiliyoni amabili emhlabeni wonke jikelele, uhlelo lwenkundla yezokuxhumana komphakathi lwe-WhatsApp seluyinkanyezi egqamile kulesi sizinda. Yize-kunjalo, kukhona okungacaci kahle mayelana nombhalo wobuciko kwimiphumela yohlelo lwe-WhatsApp mayelana nokufundisa kanye nokufunda, kanti ikakhulu, uhlelo lwezocwaningo olulinganisa izinga lokusebenzisana kohlelo lwe-WhatsApp okumayelana nokuphumelela kwabafundi kwizifundo zabo. Inhloso yalolu cwaningo kwaye kuwukuchaza kanye nokuhlahla umphumela wohlelo lwe-WhatsApp kwezemfundo, ngokusebenzisa uhlelo locwaningo lwemibuzo egxile kumanani (quantitative questionnaire) . Imiphumela iphakamisa ukuthi izinga lokusbenzisana ohlelweni lwe-WhatsApp lungathuthukisa umphumela wezemfundo. Ngaphezu kwalokho, lungathuthukisa ezinye izinhlaka, ezinjengohlelo lokufunda olumatasa. Lungaletha ukwethembana, ukuxhasana, ukwenza izinto ngendlela esemthethweni, lungaletha ukuxoxisana kanye nokusebenzisana kwangaphakathi, lungaqinisa ukusebenzisana, kanti ngakolunye uhlangothi, lungaletha impumelelo kwezemfundo. Ucwaningo lubalulekile ngoba lunikeza ubufakazi bezesayensi obulinganisekayo mayelana nemithelela yohlelo lwe-WhatsApp ohlelweni lokufunda, okuwuhlelo olungafakwa ngaphansi kohlelo lokudizayina imisebenzi yohlelo lokufunda nokufundisa ku-WhatsApp ukuthuthukisa ukwenza ngcono imiphumela yezemfundo.Mobiele leer het in ’n noodsaaklike komponent van die onderwyslandskap ontwikkel en met twee miljard gebruikers wêreldwyd, het die sosiale mediaplatform WhatsApp ’n prominente kenmerk van hierdie domein geword. Nogtans bestaan daar dubbelsinnigheid in die letterkunde oor die uitwerking van WhatsApp op onderrig en leer, en is daar veral ’n gebrek aan navorsing wat die samewerking op WhatsApp in verhouding tot die studente se akademiese prestasies meet. Die doel van hierdie studie was om WhatsApp se uitwerking op akademiese prestasie aan die hand van ’n kwantitatiewe vraelys te verduidelik en te voorspel. Die resultate stel voor dat ’n groter mate van samewerking op WhatsApp akademiese prestasie kan verbeter. Dit kan ook ander aspekte soos aktiewe leer, vertroue, ondersteuning, formaliteit, interaksie en onderlinge afhanklikheid verbeter en kan samewerking verhoog, wat op sy beurt akademiese prestasie kan verbeter. Die studie is waardevol in die sin dat dit meetbare, wetenskaplike bewyse oor die uitwerking van WhatsApp op leer verskaf het, wat by die ontwerp van onderrig- en leeraktiwiteite geïnkorporeer kan word om akademiese prestasie te verbeter.School of ComputingM. Tech. (Information Technology

Aprendizagem da língua inglesa com tecnologias móveis : motivação, produção oral e competência digital

O presente estudo teve como objetivo analisar as aprendizagens dos alunos relativas à motivação e ao desenvolvimento de competências específicas e transversais decorrentes de um projeto de integração de tablets no 3º ciclo do ensino básico, num modelo de “um equipamento por aluno”, ao longo do ano letivo 2015/2016, num colégio na área de Sintra. Participaram no estudo 106 alunos, divididos em três turmas de 7º e uma de 8º ano, e os respetivos professores de Inglês. Sendo o uso da tecnologia móvel para a aprendizagem da Língua Inglesa o foco deste trabalho, as questões de investigação centraram-se na avaliação das mudanças nas seguintes variáveis: i) motivação dos alunos para a aprendizagem do Inglês, ii) níveis de desempenho em produção oral e iii) desenvolvimento da competência digital. Exploraram-se ainda as diferenças entre alunos iv) num primeiro e num segundo ano de utilização de tablets, bem como v) com e sem necessidades educativas especiais. O estudo envolveu ainda um processo de revisão sistemática de literatura procurando identificar benefícios e constrangimentos deste tipo de integração. O estudo adotou uma metodologia mista de recolha e análise de dados, recorrendo a escalas de motivação, a questionários de competências digital, a instrumentos de avaliação da produção oral dos alunos em Inglês, e entrevista aos docentes. Seguiu-se uma estratégia explanatória sequencial de recolha e análise de dados. Nos resultados sobressaem melhorias nos alunos com níveis moderados de motivação e de confiança na competência digital. Em termos de anos de adoção, salientam-se as melhorias no 2º ano quanto à motivação, produção oral e confiança na competência digital, sendo a melhoria mais evidente no 1º ano a proficiência digital. É também evidente a melhoria na competência digital do grupo dos alunos com NEE, tanto na proficiência como na confiança.The aim of this study was to analyse students’ learning regarding motivation and the development of specific and transversal competences resulting from a tablet integration project in the 3rd cycle of compulsory education, in a “one to one” model, throughout the 2015/2016 school year, at a private school in the area of Sintra. 106 students participated in the study, divided into three classes of the 7th and one of the 8th grade, and their teachers of English. Since the use of mobile technology for English language learning is the central point of this study, the research questions focused on the evaluation of changes in the following variables: i) students’ motivation to learn English, ii) performance levels in oral production and iii) development of digital competence. Differences between students were also explored iv) in a first and second year of tablet use, as well as v) in students with and without special educational needs. The study involved a systematic literature review process seeking to identify benefits and constraints of this type of integration. The study adopted a mixed methodology for data collection and analysis, using motivation scales, digital competence questionnaires, assessment tools for students’ oral production in English, and an interview to the teachers. A sequential explanatory strategy for data collection and analysis was followed. Improvements emerged in students with moderate levels of motivation and confidence in digital competence. In terms of years of adoption, the improvements in the 2nd year are to be highlighted, concerning motivation, oral production and confidence in digital competence, with proficiency being the most evident improvement in the 1st year. The improvement in the digital competence of the group of students with SEN is also evident, both in proficiency and confidence