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THE UTILIZATION OF A CROSS-PLATFORM MESSAGING APP AS SUPPORTIVE TECHNOLOGY IN TEACHING AND LEARNING.

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Title: THE UTILIZATION OF A CROSS-PLATFORM MESSAGING APP AS SUPPORTIVE TECHNOLOGY IN TEACHING AND LEARNING.
Authors: YEE, PINN TSIN ISABEL
Source: College Student Journal. Jun2021, Vol. 55 Issue 2, p163-169. 7p.
Subjects: Cross-platform software development, Educational technology, Computer software, WeChat (Web resource), Monash University
Abstract: With the advent of internet technologies, students are increasingly turning towards social media and cross-platform messaging apps such as Whatsapp, Line and WeChat to support their learning processes. Although each messaging app has varying features, Whatsapp remains one of the most popular cross-platform apps that allow for fast, simple, secure messaging and free calls anytime, anywhere. There could be peer to peer learning and a lecturer will be able to share knowledge digitally via the creation of Whatsapp Groups. Content analysis techniques were utilized to analyze data collected by closed-ended question forms. Studies demonstrated that 98.8% of college students from the Monash University Foundation Year agreed that the employment of Whatsapp Groups was helpful as a learning tool. Approximately 71.3% disagreed that notifications and alerts from the Whatsapp Group was a disruption in their studies. Students commented that they could silence the notifications and hence, it would not disturb their flow of thoughts. An overwhelming majority of students (95.0%) found it enjoyable to participate in Whatsapp Groups for educational purposes. Overall, the utilization of Whatsapp Groups as a supportive technology in teaching and learning should be implemented in all classes to continuously engage our Internet Generation of students in the ever-changing digital landscape. [ABSTRACT FROM AUTHOR]
Copyright of College Student Journal is the property of Project Innovation Austin LLC 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: Psychology and Behavioral Sciences Collection
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  Data: THE UTILIZATION OF A CROSS-PLATFORM MESSAGING APP AS SUPPORTIVE TECHNOLOGY IN TEACHING AND LEARNING.
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  Data: With the advent of internet technologies, students are increasingly turning towards social media and cross-platform messaging apps such as Whatsapp, Line and WeChat to support their learning processes. Although each messaging app has varying features, Whatsapp remains one of the most popular cross-platform apps that allow for fast, simple, secure messaging and free calls anytime, anywhere. There could be peer to peer learning and a lecturer will be able to share knowledge digitally via the creation of Whatsapp Groups. Content analysis techniques were utilized to analyze data collected by closed-ended question forms. Studies demonstrated that 98.8% of college students from the Monash University Foundation Year agreed that the employment of Whatsapp Groups was helpful as a learning tool. Approximately 71.3% disagreed that notifications and alerts from the Whatsapp Group was a disruption in their studies. Students commented that they could silence the notifications and hence, it would not disturb their flow of thoughts. An overwhelming majority of students (95.0%) found it enjoyable to participate in Whatsapp Groups for educational purposes. Overall, the utilization of Whatsapp Groups as a supportive technology in teaching and learning should be implemented in all classes to continuously engage our Internet Generation of students in the ever-changing digital landscape. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Student Journal is the property of Project Innovation Austin LLC 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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