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Ian martin whatsapp presentation
- 1. Evaluation of WhatsApp for promoting social presence in a first year undergraduate Radiography Problem Based Learning (PBL) group Behi, O., Corcoran, A.J., Tomkinson, D., Cowley, V., Cullinane, J., Robinson, L., & Martin, I.
- 2. Background
- 3. Research Question Can a mobile group messaging app such as WhatsApp facilitate the development of social presence in a PBL learning group?
- 4. (Garrison, Anderson, & Archer, 2001) •Engaging with unfamiliar material •Sharing what isn’t known •Challenging ideas and statements
- 5. Analytical framework Interactive responses: Affective responses: Omg the researching articles sessions iv just attended in the allerton library was so helpful. I actually feel more positive about the iccp assignment now.... just a bit. Cohesive responses: “Hey guys a few of us are already here so we'll do some studying together” (Rourke et al., 1999)
- 7. Student activity Sept - June
- 8. Conclusion • Conversation limited to learning • Facilitator driven • Unpopular amongst students • Limited socializing Social presence
- 9. Slide sequence - 5-6 slides max • Analytical framework • quantitative finding • qualitative quotes • discussion - future uses, further research recommendations, limitations, strengths - e.g. analysed by the students • self analysis adds validity because we know what we were saying and how we meant it • students in the background not contributing but still gaining from reading it • keep it snappy and interesting, much of the info can be verbalised, • 1 slide background, 1 slide method, 3 slides outcomes, pictures! • image of group of students talking • screenshots of quotes from whatsapp group
Editor's Notes
- Objectives Retrospective analysis of student messages posted on the ‘PBL WhatsApp group’ using a validated tool. To determine whether group messaging can promote student socialisation by comparing data against a validated framework of social presence (Rourke et al 1999). To describe any additional features specific to WhatsApp which further enhance the development of social presence To determine whether WhatsApp can be recommended for use by other on-line learning groups.
- Social presence categories used for analysing whatsapp interactions Interactive Responses: responses appear to flow from/acknowledge the comments of others. This demonstrates social appreciation such that the reinforcement of the ‘other’ maintains interpersonal interaction and peer support (2) Affective Responses: the expression of feelings, emotion and mood, the importance of which is explained through psychological theories which suggest bonding is enhanced through self-disclosure (3) Cohesive Responses: these serve to enhance commitment to the ‘group’ and include phatics and salutations which are expressions of group life, vocatives (using personal names) and references to the whole group that use inclusive pronouns such as ‘we’ and ‘us’ [1] . Analysis of the functionality of the platform, not the students
- Between Sept 13 and June 14 over 6000 messages shared. Data sampled during critical stages in academic year student journey when most in need of support Before November when most at risk of lonliness and in need of support During first assessment period – before christmas During second assessment period – end of March Also three intra semester phases, mid november, mid april, and during academic placement June 6 students independently analysed 100 consecutive messages at one of the 6 key points in the academic calendar
- Immediacy –makes developing social presence easier when compared with other platforms as evidenced from all the “interactive responses”. Opportunity to respond to something immediately like a normal conversation increases likelihood of interaction between individuals – social presence. Affective responses – easy to make because of the use of multimedia, photos and emojis demonstrating feelings and emotions Not for all groups – the group members elected to use whatsapp and actively used it. WhatsApp provides instantaneous connection between people compared with traditional discussion boards and allows users to share images, video and audio clips allowing for a more personal and user-friendly experience. Messages not presented as threads with topics but as a chronological stream, more closely following the pattern of a normal conversation. WhatsApp can effectively promote social presence which is a key element of successful learning. Future research – considering how tutors can use MIM’s to support groups of students in a similar way.