Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Ranjan, Rajiv; Jain, Amit; Baghel, Anil Singh

doi:10.16965/ijar.2017.133

Cited by 15 publications

(26 citation statements)

References 8 publications

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“…Similarly, Kurundawade and Kavale (2018: 198) argue thus: "collaborative learning activities have helped in evolving as a better learner through collaboration". Rajiv et al, (2017) affirm that 78% of the respondents, the learning capabilities of WhatsApp group while 89% of the participants advocated that WhatsApp group should be adopted as an adjunct to classroom teaching regarding ubiquitous availability and collaborative learning. Bouhnik and Deshen (2014) in an Israeli University showed that teachers who initiated WhatsApp groups with their high school students achieved four goals: communicating with students, grooming a positive atmosphere and a sense of belonging in the class, creating a dialogue and using and sharing a learning platform.…”

Section: Discussionmentioning

confidence: 72%

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Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

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The adoption of new media technologies is rapidly becoming a trend in educational environment. Given the growing popularity of social media, it has become pertinent to understand and adopt social media networks in developing future educational blue prints. This study investigates the extent to which WhatsApp platform could engender collaborative learning among undergraduate students in the University of Abuja, Gwagwalada, Nigeria. To achieve this aim, a dual research methodology was employed to drive the study. Both survey and Focus Group Discussion (FGD) were employed respectively. Surveying 400 undergraduates, data from the survey were analysed using Simple Percentage Table (SPT) and Microsoft Office tools, while data that emanated from the focus group were analysed thematically. The study incorporated ‘Technology Acceptance Model’ (TAM) to direct and guide it. Discoveries from the study found that “perceived usefulness” and “perceived ease of use” engender the use of WhatsApp among students. Also, it was discovered that students incorporated and domesticated class WhatsApp group for various purposes, particularly for learning. Overall, the study found that class WhatsApp group engenders collaborative learning to a large extent. However, it was discovered that the major challenge in class WhatsApp groups is the posting of irrelevant contents on the platforms. The study concluded that it is paramount to fully harness the potentials of WhatsApp in order to enhance learning in higher institutions.

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Section: Discussionmentioning

confidence: 72%

“…Hamad (2017) found that there was no discipline in the group; participant post irrelevant contents. Similarly, Rajiv et al (2017) conclude that challenges experienced by users of WhatsApp include deviation and distraction, non-availability of web service, the low dedication of some student, time-consuming.…”

Section: Discussionmentioning

confidence: 99%

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Udenze¹,

Oshionebo²

2020

Etkileşim

View full text Add to dashboard Cite

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“…In another study [30], 75% of the first year medical students gave positive review for M-learning and 54% stated that lectures if succeeded by relevant clinical questions or images over WhatsApp group steer analytical thinking. Also, 79% of the students felt that M-Learning helped with better and quicker knowledge sharing as well as group-discussion to come to a conclusion for better understanding [30]. Table 1: Pre-requisites for an effective m-learning environment.…”

Section: Discussionmentioning

confidence: 98%

Is M-Learning the Ideal Platform for the Millennial Generation Learners?

Kumar¹,

.R²,

Saheb³

2017

IJAR

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Introduction: Mobile based learning offer a wide spectrum of learning opportunities to improve the learning of millennial generation learners. The paradigm shift of technology-supported learning helps us to provide personalized learning environment and also promote collaborative learning. The aim of this paper is to validate the effectiveness of using WhatsApp based learning and analyse the principles of learning underlying it.

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“…Even though WhatsApp has been shown to be an exciting new method of sharing subject content, 14 this platform has its own limitations. Through this method, one cannot ascertain whether student has really concentrated on the various components of the images by zooming and panning.…”

Section: Discussionmentioning

confidence: 99%

Mask – A Ubiquitous Symbol of COVID-19 Scuffle

Sujatha

2020

Natl J Clin Anat

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Background and Objectives Histology learning conceptualizes the photographic memory of the observed section, which is not only tedious but also confusing in nature. The main objective of the present study was to evaluate the effectiveness of labeled histology images, with key identification points shared on WhatsApp (or other social media) during the identification process of histology slides among first year medical undergraduates. Methodology In a quasi-experimental study involving medical first year undergraduate students of two medical colleges from south India, from October 2018 to May 2019, the learning outcomes were evaluated. A total of 242 students participated in the study. Group A received labeled histology images with key identification points through WhatsApp (or other social media or by a blog post) 2 days after the routine test. It was followed by a surprise test for the whole batch. Group B students received labeled images after the surprise test. Two weeks later, a revision test was conducted. Learning outcomes of spotter test scores were compared with Student t-test. Results Students of group A have scored significantly more marks in the surprise test in both colleges compared with group B. The results indicate that groups that have been exposed to the labeled images with key identification points resulted in significant improvement in the scores in histology slide identification. Conclusion Use of labeled images with key identification points and sharing with students improves histology-learning outcomes.

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Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Cited by 15 publications

References 8 publications

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Investigating ‘WhatsApp’ for Collaborative Learning among Undergraduates

Is M-Learning the Ideal Platform for the Millennial Generation Learners?

Mask – A Ubiquitous Symbol of COVID-19 Scuffle

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