ERG SES G 02, ICT and Education
The role and potential of online learning communities has received considerable attention in the field of educational research (Grell & Rau 2014; Selwyn 2011; Lim & Al-Shawabkeh 2014). Especially communication is an essential element of learning and constructing knowledge (Mathiasen 2008). Platforms like Moodle and Mahara are providing communication features, but in many cases the communication and co-operation among the students is very limited or at least it isn´t satisfying due connection and interaction problems within these platforms (Grell & Rau 2014).
Instant Messaging Apps like WhatsApp have become one of the most popular apps among young people over the past few years. Until today, over 600 million people have downloaded WhatsApp on their mobile devices (statista.com), hence, WhatsApp (and other instant messaging apps) has become an important part of daily communication for many people. Due communication is an essential element of learning and constructing knowledge, the main question seems to be, how instant messaging is currently utilized for educational purposes in higher education (respectively universities) and whether it is already practically used for mobile learning contexts.
The aim of this paper is to provide an preliminary overview of evaluation studies and other papers. The intention is to clarify, how instant messaging is used among different universities in European countries and to identify possible fields of usage in higher education scenarios.
Al-Shawabkeh, Abdallah; Lim, Andriew: "The Use of Social Media In Higher Education Learning: Swot Analysis of Using Social Media for Learning." Proceedings of the European Conference on Social Media: ECSM 2014 (2014). Academic Conferences Limited Dixon-Woods M, Booth A, Sutton AJ.: Synthesizing qualitative research: a review of published reports. Qualitative Research. 7(3) (2007), pp. 375-422 Online available: http://www.sagepub.com/lichtman2estudy/articles/article8-1.pdf Grell, Petra; Rau Franco: Medienbildung 2.0. Soziale Onlinenetzwerke in der pädagogischen Diskussion. In: Computer + Unterricht 24 (2014), Nr. 95, pp. 14-17 Mark N.K. Saunders & Céline Rojon : On the attributes of a critical literature review, Coaching: An International Journal of Theory, Research and Practice, 4 (2) (2011),pp.156-162 Online available: http://dx.doi.org/10.1080/17521882.2011.596485 Mathiasen, Helle: Is there a Nexus between Learning and Teaching? - Communication as a Fasciliator of Students´ Knowledge Construction. In C. Nygaard, & C. Holtham (Eds.) (2008): Understanding learning-centred higher education. pp. 111-130. Frederiksberg: Copenhagen Business School Press. Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMAGroup: Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7) (2009) Online available: doi:10.1371/journal.pmed.1000097 Selwyn, Neil (2011): Social Media in higher education. London, Routledge. Online available: http://sites.jmu.edu/flippEDout/files/2013/04/sample-essay-selwyn.pdf Torraco, Richard J.: Writing Integrative Literature Reviews: Guidelines and Examples. In: Human Resource Development Review, 4(3) (2005), pp. 356-367. Onlinesources: statista.com http://www.statista.com/statistics/258749/most-popular-global-mobile-messenger-apps/
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