Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool

Gon, Shigeyoshi; Rawekar, Alka

doi:10.18311/mvpjms/0/v0/i0/8454

Cited by 230 publications

(255 citation statements)

References 2 publications

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“…As can be seen in Table , although the main attributions of the Pyramid remain Edgar Dale and the NTL, a few new sources have emerged as the origin of the Pyramid, including Croley & Rothenberg 2007, Gokhale 1996, Lalley & Miller 2007, Masters 2013, Grunwald & Corsbie‐Massay 2006 and Marshall 2002, and an unconfirmed text by Bales . Gon and Rawekar attribute the figures to Marshal [sic], but Marshall cites Dale and others as the origins of the Pyramid.…”

Section: Resultsmentioning

confidence: 99%

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth

Masters

2019

Medical Education

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Introduction A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyramid. It was hoped that highlighting this myth in that review would reduce references to the Pyramid in future medical education literature. This study aimed at determining what change in Pyramid citation has occurred in the past 5 years. Methods A documented literature review, following the same process as the original review, was conducted. The search dates were September 2012 to April 2018, and the databases were Academic Search Complete, CINAHL, Medline and Google Scholar. Sources were from peer‐reviewed journals or conferences, in English. Results From an initial search result of 992 documents, 41 were found to match the criteria. Trends discovered are: the number of Pyramid citations in medical education literature is increasing dramatically, new sources of the Pyramid are now being used, refutations of the Pyramid are being used to support it, and even researchers who acknowledge the weakness of the Pyramid still cite it. Discussion and Conclusion In spite of the 2013 review, the situation has become worse. One possible reason is that refutations use too polite academic wording, and other researchers then consider the Pyramid to be merely “disputed” or “debated.” To kill the myth of the Pyramid, it is necessary for this article's Abstract to state unequivocally: The Pyramid is rubbish, the statistics are rubbish, and they do not come from Edgar Dale. Until the NTL can provide details about the original research, their version must also be treated as rubbish.

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Section: Resultsmentioning

confidence: 99%

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth

Masters

2019

Medical Education

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“…It allows users to exchange images, videos, and audio or written messages using their Internet connection. [2] As the underlying purpose of WhatsApp is to facilitate communication, and education is nothing but communication, the interest of applying the WhatsApp in teaching and learning is logical and obvious.…”

Section: Table1 Mobile Phone Use Among Studentsmentioning

confidence: 99%

Using WhatsApp Discussion Groups in Learning at Higher Education Institutions: The Experience with Level 1 University of Rwanda Medical Students in Anatomy

Gashegu¹,

Mfashingabo²,

Shingiro³

et al. 2019

Rwanda Journal of Medicine and Health Sciences

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Background: The e-learning practice is an interesting alternative to traditional teaching approach and its use is expanding as the development of ICT in diverse activities is growing. The WhatsApp, as popular way of communication may also be a good tool for learning. Our study intended to demonstrate that WhatsApp can be an efficient tool in learning at Higher Education Institutions. Methods: During the revision period of modules taught in second trimester 2017-2018, a WhatsApp Discussion group was initiated to allow students' access to their lecturer for clarification of some topics of Gross Anatomy 1 module and share academic information. Messages were recovered and analyzed. Results: 312 messages were exchanged during 2 days of online discussion through WhatsApp discussion group. Among those messages, 31.1% were about 1 out of 14 topics of the module of Gross Anatomy 1. This topic (spinal cord anatomy) being the most complex, the prominence of exchanged messages on that topic showed that those students' chats were meaningful. Conclusion: Our study showed that the online availability of the anatomy lecturer stimulates the online exchanges, and provides a fast opportunity for coordination of the whole class and an easy way of sharing illustrative diagrams related to the topic. To be more efficient we suggest the following simple rules for the WhatsApp Learning Discussion Community: 1. Topics of discussion to be determined, 2. Online time of lecturer must be known by students, 3. Students to be focused on complex topics, 4. Messages to be concise and specific, 5. Online presence of the community to be short to avoid addiction.

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“…One of the technological tools that have been so influential among the teacher and their students is WhatsApp (W. Mwakapina et al, 2016). Since the internet facility is required for using WhatsApp, lots of information can also be accessed in real-time, and sharing that information through technology is both instantaneous and convenience (Gon & Rawekar, 2017). Teachers can create a group for their students that constitute a type of "simple social network" for the class.…”

Section: Introductionmentioning

confidence: 99%

Utilizing WhatsApp Application in English Language Learning Classroom

Nuraeni

Nurmalia

2020

Metathesis.J.Engl.Lang.Lit.Teach.

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<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities. For gathering data, this study applied case study using observation and questionnaire as main instrument. A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students. In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>

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Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool

Cited by 230 publications

References 2 publications

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth

Using WhatsApp Discussion Groups in Learning at Higher Education Institutions: The Experience with Level 1 University of Rwanda Medical Students in Anatomy

Utilizing WhatsApp Application in English Language Learning Classroom

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