Institute for University to Business Education

1. Institute for University to Business Education Learning and Student Experience Week Mobile Learning using WhatsApp Marty Wright (Academic Head) and Colin Wilson (Academic Development Tutor)

2. U2B- WHO WE ARE / WHAT WE DO a distinctive representation of Work Based Learning in the UK & TNE • Work-based learning “… a learning process which focuses university level thinking upon work (paid or unpaid) in order to facilitate the recognition, acquisition and application of individual and collective knowledge, skills and abilities to achieve specific accredited outcomes of significance to the learner, their employer and the university” (Garnett, 2005). • The learner takes a central role in work-based learning seeking to maximise their individual learning through critical personal reflection on experiences and engaging with contextual projects (Raelin, 2000), which seeks to reduce any disconnect between educational outcomes and workplace needs (Blom, 2013). • Therefore, the teaching and assessments strategy needs to recognise heutagogical principles of flexibility and learner self-determinism (Hase and Kenyon, 2003 cited in Felce, 2010), as well as andragogical principles that emphasise that learning builds on experience, encourages problem-centred learning with immediate applicability to work and the learner’s intrinsic motivation (Youde, 2018). • One major success (impact) indicator in WBL programmes is the learner’s self-perception of how they have developed personally and professionally within their workplace and how the learning programme has met their needs.

3. CONTEXT: SOUTH AFRICAGRADUATION PER ANNUM =250

4. WHATS APP • Instantly recognisable • Accessible BUT • Controversial • Limited evidence base

5. WHATSAPP Fast & easy means to disseminate educational information & encourage collaborative learning OR Addictive distractor

6. WHATS APP FOR SOUTH AFRICA • South Africa’s most affordable and convenient messaging service (18 million active social media users; 9 million use WhatsApp) • Mobile data is expensive • Students are in geographically disparate locations (Johannesburg / Limpopo in north, Capetown in south / west, Durban in the east. • Railway operations students include train drivers / assistants, General Managers, trainers - very hierarchical organisation

7. Background • Since WhatsApp is relatively a new phenomenon, little research exists regarding its influence on interpersonal communication in general (Church & de Oliveira, 2013). • An examination of the use of WhatsApp in a South African university class registered positive feedback from students who claimed that it was an easier way to communicate with their teachers and the rest of the class (Rambe and Bere, 2013). • Productive of fruitful discourse on relevant issues in an informal environment where students could learn intimately and authentically, and that it was also fun (Rambe and Bere, 2013). Such cooperation was felt to bridge gaps in knowledge and physical distance.

8. More background… • WhatsApp has become a shared platform that enhances accessibility, encourages cooperation, and intensifies motivation to take an active part in academic assignments (Rambe and Bere, 2013; Chipunza, 2013).

9. How is it being used? • We have an iPhone. • Which we always need to remember to charge! • House rules are established • Class captains help to • maintain them

10. Student to staff communication • Asking for grades! • General queries Benefits: quickly impactful. Students like it but also want it to be complemented with GCU Learn announcements Drawbacks: individual queries which can often be redirected to e.g. programme co-ordinators

11. Staff to student communication • Desktop version • Micro lessons • Teaching resources • Synchronous chat meetings Benefits: Responses and educational input are not confined to the person with the phone Drawbacks: how long should a message be? Some use it and some don’t – is there inequity? Some cohorts don’t use it – inequity in staff responsiveness?

12. Student to student communication • General queries • IT / GCU Learn help • Finding more that students are self sufficient and helping each other • GCU staff intervention only when judged necessary Benefits: students becoming more self-sufficient / collaborative Drawbacks: misinformation which necessitates staff intervention

13. References Blom, R. (2013) Editorial Comment. The Southern African society for co-operative education. The African Journal for Work-Based Learning. Work-Integrated Learning and Employability, 1(1), vii-x. Church, K. and de Oliveira, R. 2013. What’s up with WhatsApp? Comparing Mobile Instant Messaging Behaviors with Traditional SMS. Proceedings of Mobile HCI 2013 – Collaboration and Communication (HCI 2013). Munich, Germany, April 2013. Garnett, J. (2005), “University work based learning and the knowledge driven project”, in Rounce,K. and Workman, B. (Eds), Work Based Learning in Healthcare, Kingsham, Chichester, pp. 79-86. Felce, Alison (2010) Towards a Context engaged Approach to Workbased Learning. Learning and Teaching in Higher Education (41). pp. 2035. Raelin, J. (2000) Work-Based Learning: The New Frontier of Management Development. New Jersey: Prentice Hall Rambe, P. and 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) pp. 544–561 Rambe, P, and Chipunza, C. 2013. Using mobile devices to leverage student access to collaboratively-generated resources: A case of WhatsApp instant messaging at a South African University. Proceedings of the 2013 International Conference on Advanced ICT and Education (ICAICTE 2013). Youde, A. (2018) Andragogy in blended learning contexts: effective tutoring of adult learners studying part-time, vocationally relevant degrees at a distance. International Journal of Lifelong Education, 37(2), 255-272.

14. Thank You