Using mobile devices to leverage student access to collaboratively-generated resources: A case of WhatsApp instant messaging at a South African University

Abstract

WhatsApp instant messaging has potential to bridge information divides between educators and students. Its capacity to create personalised environments was harnessed to share collectively generated educational resources among previously disadvantaged students (PDS) students at a South African university. Data analysis combined mobile instant messagingmediated (WhatsApp) interactions among students and educators and student evaluations of WhatsApp"s value using blogs. Results suggest that students conceived WhatsApp as a lever for bridging access to peer-generated resources, heightening on-task behaviour and promoting meaningful context-free learning.