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Appropriating WhatsApp‐mediated postgraduate supervision to negotiate "relational authenticity" in resource‐constrained environments.

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Title: Appropriating WhatsApp‐mediated postgraduate supervision to negotiate "relational authenticity" in resource‐constrained environments.
Authors: Rambe, Patient prambe@cut.ac.za, Mkono, Muchazondida
Source: British Journal of Educational Technology. Mar2019, Vol. 50 Issue 2, p702-734. 33p. 31 Diagrams, 1 Chart.
Subject Terms: *Authentic learning, *Mobile learning, *Educational technology, *Graduate students, *Mobile apps in education, Instant messaging, Instant messaging software
Abstract: Despite the surging prominence of literature that explores mobile instant messaging's (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees' existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger's existential authenticity, a netnography of WhatsApp‐based supervisor–supervisee consultations and in‐depth interviews to unravel how WhatsApp‐mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource‐constrained contexts. The findings suggest that authentic supervision was constructed through supervisor–supervisees' negotiation of academic hierarchies, supervisees' self‐expression and self‐disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised "nervous moments" in technology‐mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor's authority. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Appropriating WhatsApp‐mediated postgraduate supervision to negotiate "relational authenticity" in resource‐constrained environments.
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  Data: <searchLink fieldCode="AR" term="%22Rambe%2C+Patient%22">Rambe, Patient</searchLink><i> prambe@cut.ac.za</i><br /><searchLink fieldCode="AR" term="%22Mkono%2C+Muchazondida%22">Mkono, Muchazondida</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Mar2019, Vol. 50 Issue 2, p702-734. 33p. 31 Diagrams, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Authentic+learning%22">Authentic learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mobile+apps+in+education%22">Mobile apps in education</searchLink><br /><searchLink fieldCode="DE" term="%22Instant+messaging%22">Instant messaging</searchLink><br /><searchLink fieldCode="DE" term="%22Instant+messaging+software%22">Instant messaging software</searchLink>
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  Data: Despite the surging prominence of literature that explores mobile instant messaging's (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees' existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger's existential authenticity, a netnography of WhatsApp‐based supervisor–supervisee consultations and in‐depth interviews to unravel how WhatsApp‐mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource‐constrained contexts. The findings suggest that authentic supervision was constructed through supervisor–supervisees' negotiation of academic hierarchies, supervisees' self‐expression and self‐disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised "nervous moments" in technology‐mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor's authority. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.12688
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      – SubjectFull: Instant messaging
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              Text: Mar2019
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