Exploring the Effectiveness of Whatsapp Application on Teaching and Learning at One Midlands Teacher Education Institution in Zimbabwe
Shoorai Konyana 
& Motalenyane Alfred Modise
Issue: Vol.5 No.16 Issue Article 45 pp.3257 – 3269
DOI: https://doi.org/10.38159/ehass.202451645 | Published online 24th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Generally, social media platforms have been utilised to convey personal and non-academic information. Lecturers at higher education institutions have treated social media as a non-formal means of communication. However, with the advent of COVID-19-induced lockdowns, social media platforms gained importance in conveying both formal and non-formal information. This study thus analysed the effects of utilising the whatsapp platform for teaching and learning at one Midlands Teacher Education institution. Through the connectivism lens, the study adopted a qualitative case study generating data through interviews, observations and focus group discussions. Findings pointed to the fact that though sceptical about social media platforms in general, lecturers and students utilise whatsapp to a greater extent for online teaching and learning and for conveying important information. Most students own smartphones and Whatsapp, and though prone to cyberbullying and circulation of falsehoods, the platform was preferred to other platforms as it was categorised under cheaper modes of conveying information to many people at once. The study recommends that while integrating social media applications in teaching and learning, lecturers and students should verify the authenticity of social media information. This study contributes to the ongoing discourse on the use of blended learning and the possibility of utilising social media in educational contexts.
Keywords: Social Media, Teacher Education, Whatsapp, Cyberbullying.
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Shoorai Konyana is a PhD holder from the Central University of Technology Free State (South Africa) and holds a Master of Education degree (Curriculum studies) from the University of Zimbabwe, Special Honours in Religious Studies and a Bachelor of Education (Primary Education) degree from Great Zimbabwe University. She was the Chairperson of the Reviewers Committee for the Teacher Education Research Conference in Zimbabwe (TERCZim) and a member of the TERCZim National Research Chairpersons (2016-2020). Currently she is a lecturer in the Educational Foundations and Curriculum Development Department at Robert Mugabe School of Education, Great Zimbabwe University. She is a member of the Research Committee at Robert Mugabe School of Heritage and Education. She is interested in integration of ICTs in education and in greening the Teacher Education Curriculum and how the teacher education curriculum addresses environmental, cultural and economic components of Education for Sustainable Development (ESD) and comparative teacher education. She has proven herself as a scholar by presenting papers in national and international conferences. She has published a number of articles on teacher education in addressing environmental issues and has supervised students’ dissertations at Masters level. She is an affiliate member of the Southern African Society for Educators (S.A.S.E).
Prof. Motalenyane Alfred Modise is an Associate Professor at Central University of Technology (CUT) in Free State Province, former Departmental Manager, former Acting Assistant Dean: Teaching and Learning, former Acting Senior Director of research Development Support and PG Studies and currently Assistant Dean: Research ,Innovation and Engagement at CUT, Free State Province. His research interests include accounting, transformation and change, pre-service teachers’ development, pedagogical content knowledge. He is the member of the following committees: Member of Senate, Title Registration Committee, Faculty research committee Faculty board member, University Research & Innovation committee Research Forum, Ethical Committee, Promotion committee, Community engagement committee, international committee, Deputy President of Southern African Society in Education (SASE). He has proven himself as a scholar by presenting papers in national, regional and international conferences. He has published papers in different Journals and supervised masters and PhD students. He received funding for different projects from different stakeholders.
Konyana, Shoorai, and Motalenyane Alfred Modise. “Exploring the Effectiveness of Whatsapp Application on Teaching and Learning at One Midlands Teacher Education Institution in Zimbabwe,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3257 – 3269. https://doi.org/10.38159/ehass.202451645
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
