A case study on the use of social media to support class social cohesion, where students spend most of the course working in placements.

1. Blended Learning Essentials: Digital Skills
Providing socialisation in a class
during extended placements -
Canterbury Christ Church
University
Socialisation in learning using WhatsApp
The importance of maintaining a sense of class belonging and identity is well understood as an
important feature in helping students complete courses of learning. However, more learning is
increasingly completed with fewer times when whole classes are gathered together. This is thought to
have a detrimental effect on retention, creating extra pressure on students to ‘soldier on’ in the
absence of a familiar supportive community of like-minded learners. The post-graduate certificate of
education (PGCE) is a case in point that has a study signature of lengthy periods where students are
on placement. As a class we wanted to see how we could support students on placements and still
hold together the sense of class community. We also wanted to maintain each student’s sense of
learning being part of a joint Enterprise.
Prior to the take-up of social media more formal methods of communication such as email were used.
However the formality of communication did not adequately meet the need for essentially an
ongoing conversation; a key phrase we discussed in class was of discussion that takes place ‘in
the moment’, We were looking to provide the kind of on-going conversation that would take place in a
classroom or canteen or library amongst students sharing a class regularly. One student referred to it
as the ‘water cooler’ moments. We were aware, as is the case with most students that they have
been forming their own support groups separate from the university but in this case a deliberate
choice was made by the students to have a more formalised course group that included a course
tutor in the conversation. It also became apparent to us very quickly that the wider range of issues
that students feel comfortable discussing in a more conversational forum were not being adequately
addressed through more formal e-mail channels. It is the immediacy of social media and its ability to
support whole-class conversations that has been particularly beneficial.
Where can I find out how to use WhatsApp?
WhatsApp is freely available as a download from the various app stores. It requires each student
have access to a smart phone. It is now also available as a desktop application but it’s real value and
it’s immediacy comes from the use of mobile devices - see previous references to ‘in the moment’
conversations.
An important feature was the student class representative took on the role of group admin which
meant all conversation took place outside the rules or governance of the University; a feature wholly
appropriate for a post-graduate group. This also meant that the conversations, topics and
Crib Sheet created for Blended Learning Essentials, funded by Ufi Charitable Trust, by [insert your names with links to your website if you have one].
This work is licensed under the Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ .

2. interventions by students found it’s own level. We speculated that to allow this in younger age groups
would still be viable as we see learning good on-line behaviour as a core curriculum feature for all
students, in readiness for better managing their digital reputation in wider work and social life. We
would also suggest that two teachers be enrolled into any group to provide mutual protection in
younger age groups.
How can WhatsApp be used in learning and teaching?
In our situation we were looking for a means of maintaining an ongoing conversation around learning
and issues that affected the ability to learn in the absence of having a continuous class presence.
The idea of a ‘long conversation’ between everyone was always a better method of communicating
rather than relying on more formal ways of communicating by posting copies. The process of using e-
mail in particular is much less satisfactory in terms of the time and effort to use it and it lacks the
friendliness and informality found in conversation messaging.
What was particularly striking was the range of subjects captured in the conversation. The openness
of use and lack of set rules allowed themes and underlying socialisation to go where the needs of the
users took it. There was extensive use of Q&A around the course administration that included
reassurance, repetition and ‘last minute’ change. Conversation also included personal information as
well as sharing ideas and thoughts and generally offering support. There were requests for help in
terms of lesson planning and there were some instances of mutual support around issues of welfare
that would not have found any other channel with such immediacy.
In short, the value of using social media in supporting the socialisation and cementing
together those on a course into a community of mutual help has particular value, particularly
in a course that is spent mainly on placement.
Themes included:
• arranging meetings
• course administration enquiries
• checking processes and course
requirements
• delays and hold-ups in getting to class
• sharing resources
• Confirmatory pictures of forms and
resources
• confirming rooms
• asking questions
• confirmation of arrangements
• welfare issues
• a birth, a death and 2 engagements
• social arrangements
• assignment upload ‘emergencies’
Sociability occurred through:
• reinforcing and encouraging
• humour
• arranging
• checking
• sharing worries
• mutual encouragement and support
• seeking consensus in approaches to
meeting course requirements
25,000 words were generated over the 10-month life of the course that accommodated 18 students
and one tutor. This does not include individual threads of conversations with individual students which
became a feature of use not foreseen at the outset. The degree of engagement as judged by
contribution varied widely, but was seen to reflect the personality and preferences of each student.
Some preferred to follow, others to question, others again to share ideas etc.
Crib Sheet created for Blended Learning Essentials, funded by Ufi Charitable Trust, by [insert your names with links to your website if you have one].
This work is licensed under the Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ .

3. Using WhatsApp in the Vocational Education and Training Sector
This is a postgraduate class of students mainly in the early 20’s however we believe that this could
have value with younger students, and there may be value in terms of the safety. Whilst the value of
this approach is dependent on the behaviour of students, there are lessons to learn in good practice
in using social media with purpose as part of modern learning and fostering the employability
mindset. This can all be achieved in a closed group, where learning is the underlying theme and
where colleges are accepted as ‘a place to learn’. We made the point explicit that this is part of the
learning ‘offer’ to the group in readiness for improved social media engagement after the course. We
also felt it had huge value for student teachers in their own teaching practice and working with their
students in the future. We would recommend that two teachers be invited into the group to support
each other but one should lead in replying in order for the conversation not to become ‘too noisy’. As
it is not possible to separate contributions from author, inappropriate posting was not an issue and
the whole enterprise is protected by being a closed group.
Conversations in the late evening were rare (by custom rather than rule) and where the tutor
responded it was invariably easier to give short informal answers, occasionally a simple ‘yes’ rather
than conducting email replies if necessary on the following morning, depending on the nature of the
conversation. In all, e-mail as a means of communication was used in no more than a handful of
cases throughout the course. Even quite important communications were sent this way and found to
be as successful as e-mail. The whole chat is exportable as a script by all those involved, making
extracts dawn from it available as evidence of contribution or involvement.
Consideration needs to be given to students in the group who don't have access to social media who
may feel excluded. We would consider copying and pasting sections of script into e-mails or adding
to the VLE. In general, our class took the view that the need to support this learning offer for the
many was seen as more important than not offering it for fear of alienating the few and that a tipping
point has been passed in deciding whether to work this way or not. In this case, all students took
part.
Further details available from:
Geoff Rebbeck QTLS
Professional Studies Tutor, PGCE (14-19 programme)
Canterbury Christ Church University
geoff.rebbeck@canterbury.ac.uk
Crib Sheet created for Blended Learning Essentials, funded by Ufi Charitable Trust, by [insert your names with links to your website if you have one].
This work is licensed under the Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ .