Tutor’s Role in WhatsApp Learning Groups: A Quali-Quantitative Methodological Approach

Abstract

In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics – including the role played by tutors and the situated nature of group development – robust and innovative methodologies are needed. In this paper, we illustrate how integrating qualitative methods with quantitative tools used in qualitative ways makes it possible to trace how tutors adapt their style to support group development, which in turn triggers student development in a circular and responsive process. To make visible this contemporary phenomenon, we combine thematic content analysis – a qualitative tool – with a quantitative method: Social Network Analysis. Drawing on data generated by two WhatsApp learning groups (six students and four academic tutors) in research exploring the collaborative construction of boundary objects in a master’s level “E-learning Psychology” course, we suggest that our methodological approach has the potential to support interrogation of complex and dynamic digitally-mediated group interactions. Our results show the situational nature of an effective tutorship style through its complex adaptation to learners’ maturity, digital tools, and learning goals.

Technological Tools for Effective Learning and Personalisation in Higher Education: Systematic Literature Review

“…Meanwhile，the integration of social media in teaching speaking skills offers novel insights into student engagement and pedagogical practices (John & Yunus, 2021). Thanks to their ability to improve learning outcomes, encourage active study, and break down social barriers between teachers and students, digital technologies such as WhatsApp provide much-needed flexibility in the classroom (Annese et al, 2022). Moreover, learning outcomes, motivation, and engagement can all be enhanced by the use of technology tools into formative assessment (Kaya-Capocci et al, 2022).…”

“…While this was a fresh move, it also raised concerns about talents, attitudes, and the ability to modify technical infrastructure. Accordingly, a setting of constant assistance and progressive development was needed (Annese et al, 2022;Naamati-Schneider & Alt, 2023).Furthermore, it has been determined that the flipped learning methodology significantly enhances speaking abilities, offering a fresh viewpoint on technology-enabled education (Santhanasamy & Yunus, 2022). Technology may be utilized in higher education to encourage critical thinking and raise student interest.…”

Ten-Year Experience of a Global and Freely Accessible e-Learning Website for Pediatric Endocrinology and Diabetes

“…Similarly, the combined e-learning and e-consultation webinars have been shown to DOI: 10.1159/000527984 not only improve knowledge and understanding of pathophysiology but also to promote clinical management by direct interaction between tutor and participant. The role of the tutor in the classroom setting and of the e-moderator in webinar teaching should not be underestimated and warrants training in digital and educational competence, assessment of educational skills as well as specific (academic) accreditation [18,[27][28][29]. However, it should be stressed that the ESPE e-Learning website is different from LMS in how it serves both students and tutors.…”

Physics tutors’ perspectives on tutoring before, during, and after the COVID-19 pandemic: A case study at a comprehensive South African university

“…To compensate for the lack of interaction in tutorials, some lecturers at the physics department formed WhatsApp groups for tutor(s) and students. WhatsApp has been found to create a virtual closeness between the tutor and the students (Annese et al, 2022;Pérez-Jorge et al, 2020). In the study by Pérez-Jorge et al (2020) students reported that WhatsApp tutorials were more effective than face-to-face tutoring, email tutoring, and google hangouts tutoring.…”