Digital learning: WhatsApp as a teaching aid in oral pathology for undergraduates

Indu, M; Kandhol, Shalu; Cherian, Latha Mary

doi:10.4103/ijds.ijds_48_18

Cited by 7 publications

(14 citation statements)

References 1 publication

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“…One of the negative aspects of WhatsApp-is the lack of direct physical connectivity and face to face interaction-thus, students' attention and understanding cannot be assured. This concern of uncertainty of understanding (also reported by Raiman et al, 2017) and of variable learner participation and passivity of some of the learners has been reported previously by Indu M. et al (2018) while teaching medical undergraduates. However, when such learners are identified; we recommend that more encouragement from the facilitator and personal chat feature should assure active participation from everyone.…”

Section: Communicationsupporting

confidence: 71%

“…Also, the technological features of WhatsApp enable teaching methods suitable for visual and auditory learners as well. In one of the studies (Indu, Kandhol, & Cherian, 2018), the groups of male and female learners were kept separate to meet their cultural requirements of segregation. This study found that male students ranked it better as compared to female students in contrast to findings of another study (Jain, Baghel, & Ranjan, 2017) which showed that WhatsApp learning was favored by female students.…”

Section: Communicationmentioning

confidence: 99%

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What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

Akulwar¹

2019

CSM

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Introduction: More recently, there is growing use of WhatsApp as a communication platform for teachers and their students. It seems that WhatsApp has advantages over other technological tools employed by the educational system. However, in the context of medical education this concept is still nascent. Hence, the purpose of this retrospective analysis is to explore the effects of WhatsApp use for Physiotherapy education as an adjunct to traditional teaching and to determine the opinions of the students towards this process.Methods: A facilitator created a group for the students, separate for every class. A total of 250 students from I year to IV year Physiotherapy undergraduate program participated voluntarily. Activities undertaken were discussion on academic topics, feedback on exam performance, guidance on seminar presentation, etc., and students’ doubts were answered with more elaborate explanation on the topic. Retrospective analysis of the students’ feedback obtained at the end of the program and content analysis was done from the themes identified.Results: Success of the program:• Professional, as well as comfortable learning environment, is created on WhatsApp• Low cost, simplicity, accessibility, efficiency & natural language• Fosters high interactions with the facilitator and knowledge sharing between students as well• Learning material—easy accessibility, variety of resources increases the flexibility, quick sharing of related links• Use of different emotional gestures add humor and fun to TL• Promotes proactive learning and critical thinking • Learning independently at anytime and anywhere (no geographical boundaries)• Students are more open to ask questions as it provides privacy and confidentiality• One student’s doubt solving benefits the entire group • Especially helpful during exam preparation for immediate feedback & quick problem solving, discussion of important topics, etc.• Effective method for doubt solving, explanation with voice notes, video calls is possibleProblems encountered:• Conceptual learning could be challenging • Technical challenges: need for a smartphone & internet facility; message flooding, eye strain, time consuming if large amount of context has to be discussed • High expectations on teacher’s availability• Students attention and understanding cannot be assured• Effectiveness depends upon teacher’s skills of use of related software applications• Distractions from other messages received simultaneously • Sometimes when the internet speed is slow, disruptions in the flow when many people are participating in the discussionConclusion: WhatsApp enables learning beyond classroom borders and can potentially enhance learning process in Physiotherapy education.

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Section: Communicationsupporting

confidence: 71%

Section: Communicationmentioning

confidence: 99%

What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

Akulwar¹

2019

CSM

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“…The linear format afforded by WhatsApp was a concern, especially with a larger group when many contributions had to be navigated through. Some students suggested posting all the questions at the start of the discussion, like the recommendation by Indu et al (2018) of a more uniform manner of posting questions (i.e. at the same time each day) to reduce the number of times students had to consult the platform.…”

Section: Discussionmentioning

confidence: 99%

“…Mobile messaging services, such as WhatsApp, offer a fast, accessible and affordable way of sharing information rapidly and gaining assistance when needed (Cole et al 2017;Raiman, Antbring & Mahmood 2017;Zulfikar et al 2018). As the students of a new generation emerge who are acquainted with the internet, social media and mobile technology, the learning needs of these students are also changing, and adapting the learning environment to suit their needs is crucial (Indu, Kandhol & Cherian 2018). The students have moved past the traditional method of teaching and are increasingly more reliant on online tools to gain knowledge (Mohanakrishnan et al 2017).…”

Section: Developing a Framework To Facilitate Clinical Learning Via W...mentioning

confidence: 99%

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Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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Teaching basic statistics course on the Whatsapp group to pre-service biology teachers

Bachtiar¹

2023

Computational Intelligence and Network Security

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Digital learning: WhatsApp as a teaching aid in oral pathology for undergraduates

Cited by 7 publications

References 1 publication

What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Teaching basic statistics course on the Whatsapp group to pre-service biology teachers

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