This study explored the extent to which pre-service teachers were aware of using WhatsApp effectively as a pedagogical tool for educational purposes during the Covid-19 pandemic. Due to the COVID-19 pandemic outbreak, Saudi Arabias education system switched to distance learning; accordingly, there was a growing reliance on information and communication technology (ICT) for online teaching and learning. Furthermore, the increased use of social networks such as WhatsApp could have many benefits and consequences on students’ learning. Twenty-six female preservice teachers (PSTs) made a WhatsApp group to collaborate with their peers for eight weeks during the Covid-19 pandemic. Each week, the PSTs were required to share a minimum of three posts for a total of twenty-four posts. The instructions given to the PSTs focused on sharing useful posts related to their practicum program. A mixed-method research design was used for this study. First, quantitative data were collected by recording the frequency and range of posts to determine the amount of participation. Second, the qualitative data were gathered by conducting focus group interviews to understand the reasons behind each PST’s participation. Findings revealed that the contribution rate of the entire group was high (77%), with 20 PSTs meeting the minimum required number of posts. Remarkably, these 20 PSTs formed a unique norm of the learning community by regulating their own and other peers’ works as well. Only six pre-service teachers did not meet the required number of useful posts. The reasons behind the contributions, more findings, and further research suggestions and recommendations for educational settings are discussed
