南非一所科技大学的初步教师培训课程中Whatsapp的使用情况

Nkosinomusa Mabaso, L. Meda
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引用次数: 3

摘要

南非所有的大学都被鼓励使用像Blackboard这样的学习管理系统来促进混合式学习。尽管该国一所科技大学有Blackboard,但一些讲师和学生更喜欢使用WhatsApp进行教学和学习。本研究的目的是调查学生和讲师。对南非一所大学使用WhatsApp学习和教学的看法。本研究采用解释主义范式下的定性案例研究。是加里森,安德森和阿彻指挥的吗?以“探究共同体”为理论框架。有意选择16名经常使用WhatsApp的学生和2名讲师参加半结构化访谈和焦点小组讨论。研究发现,讲师使用WhatsApp不仅是为了交流,也是为了促进学生之间的协作学习。尽管学生们注意到他们在使用WhatsApp时遇到的一些限制,但他们更喜欢社交媒体而不是黑板。该研究的结论是,尽管WhatsApp是对学生的回应?但是,它并没有为学生做好充分的准备,使他们毕业时具备该国教育部所期望的数字素养技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
WHATSAPP UTILISATION AT AN INITIAL TEACHER PREPARATION PROGRAMME AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA
All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers? perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer?s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students? needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.
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