“We are much closer here”: exploring the use of WhatsApp as a learning environment in a secondary school mathematics class

Durgungoz, Ahmet; Durgungoz, Fatma Canan

doi:10.1007/s10984-021-09371-0

Cited by 27 publications

(19 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding validates the results of some earlier studies (Yemi et al , 2018; Durgungoz and Durgungoz, 2021). These studies confirmed the increased interest shown by the students in Jigsaw collaborative learning sessions and WhatsApp-based collaborative learning.…”

Section: Discussionsupporting

confidence: 93%

“…The findings of the observation are in line with the existing research studies that implement collaborative learning with WhatsApp and simple online meeting software. Secondary school students' engagement and learning comfort with mathematics learning is found to be improved by increasing out-of-class teacher-student interaction by creating a digital learning environment (Durgungoz and Durgungoz, 2021).…”

Section: Collaborative Learningmentioning

confidence: 99%

“…WhatsApp, a simple technology tool, engenders collaborative learning to a large extent (Udenze and Oshionebo, 2020). It has been observed that a constructive communication style between teacher and students was fostered by connecting through WhatsApp in out-of-school hours (Durgungoz and Durgungoz, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

View full text Add to dashboard Cite

Purpose The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers. Design/methodology/approach This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques. Findings From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods. Research limitations/implications The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores. Practical implications Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training. Social implications Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation. Originality/value This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Collaborative Learningmentioning

confidence: 99%

See 1 more Smart Citation

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

View full text Add to dashboard Cite

show abstract

“…They stated that they enjoy being passive users of social media, and did not understand why teachers kept separate/private social media accounts. Durgungoz and Durgungoz (2021) examined the usage of a specific social media application, namely WhatsApp, by a teacher and his students. As school and residences were located far away, students mentioned that the online group offered a "meeting point" where they motivated and helped each other with schoolwork.…”

Section: Social Media and Chat Functionsmentioning

confidence: 99%

A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school

Goagoses

Suovuo

Winschiers-Theophilus

et al. 2023

Educ Inf Technol

View full text Add to dashboard Cite

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

show abstract

“…These outcomes encompass a wide range of factors, including instructional effectiveness and the development of prosocial behaviour. In addition, Durgungoz and Durgungoz (2022) believe these relationships are essential for establishing a social presence in class. According to research, the frequency, quality, and form of classroom interactions influence social presence more precisely.…”

Section: Introductionmentioning

confidence: 99%

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

Amjad

2023

JDSS

View full text Add to dashboard Cite

The study was intended to explore the psychological bases of Teacher-Student Interaction (TSI) in the classroom. Moreover, differences in five psychological bases, emotional, conduct, hyperactivity, inattention, and peer interaction across teachers' gender, qualification, and teaching experience, were also the study's purpose. A cross-sectional quantitative survey study was designed for this purpose. The participants of the study were secondary school teachers from the Gujranwala district. A self-developed Teacher-Student Interaction Scale (TSIS) was used to collect data from 285 respondents. Data were analysed using mean, standard deviation, one sample, independent sample t-test, and Analysis of Variance (ANOVA). It was found that conduct and emotional bases are teachers' most frequently used psychological bases to develop TSI, while peer interaction is comparatively less contributing base. It was also revealed that there were insignificant differences regarding psychological bases across gender and qualification of the teachers. Furthermore, there was a contradiction in using psychological bases like emotional, hyperactivity, and the total scale across teachers' teaching experience. Hence, we suggest that future researchers conduct more in-depth studies on STIs to find the factors that lead to similar bases across gender, qualification, and experience.

show abstract

“We are much closer here”: exploring the use of WhatsApp as a learning environment in a secondary school mathematics class

Cited by 27 publications

References 54 publications

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

Contact Info

Product

Resources

About