Using mobile instant messaging to leverage learner participation and transform pedagogy at aSouthAfricanUniversity ofTechnology

Abstract

AbstractOne of the most complicated academic endeavours in transmission pedagogies is to generate democratic participation of all students and public expression of silenced voices. While the potential of mobile phones, particularly mobile instant messaging (MIM), to trigger broadened academic participation is increasingly acknowledged in literature, integratingMIMinto classrooms and out‐of‐the‐classroom tasks has often been confronted with academic resistance. Academic uncertainty aboutMIMis often predicated on its perceived distractive nature and potential to trigger off‐task social behaviours. This paper argues thatMIMhas potential to create alternative dialogic spaces for student collaborative engagements in informal contexts, which can gainfully transform teaching and learning. An instance of aMIM,WhatsApp, was adopted for an information technology course at aSouthAfrican university with a view to heighten lecturer–student and peer‐based participation, and enhance pedagogical delivery and inclusive learning in formal (lectures) and informal spaces. The findings suggest heightened student participation, the fostering of learning communities for knowledge creation and progressive shifts in the lecturer's mode of pedagogical delivery. However, the concomitant challenge of usingMIMincluded mature adults' resentment of the merging of academic and family life occasioned byWhatsApp consultations after hours. Students also expressed ambivalence aboutMIM's wide‐scale roll‐out in different academic programmes.