WhatsApp use among African international distance education IDE students transferring translating and transforming educational experiences.pdf (2.13 MB)
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WhatsApp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences

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journal contribution
posted on 10.06.2019, 10:37 by Clare Madge, Markus R Breines, Mwazvita T B Dalu, Ashley Gunter, Jenna Mittelmeier, Paul Prinsloo, Parvati Raghuram
Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.

Funding

The IDEAS project is funded by the Newton Grant and supported by the Economic and Social Research Council [grant number: ES/P002161/1]; and the National Research Foundation [grant number: UTSA160329161196

History

Citation

Learning, Media and Technology, 2019, 44 (3), pp. 267-282

Author affiliation

/Organisation/COLLEGE OF SCIENCE AND ENGINEERING/School of Geography, Geology and the Environment/Human Geography

Version

VoR (Version of Record)

Published in

Learning, Media and Technology

Volume

44

Issue

3

Pagination

267-282

Publisher

Taylor & Francis (Routledge)

issn

1743-9884

eissn

1743-9892

Acceptance date

26/05/2019

Copyright date

2019

Available date

24/06/2019

Publisher version

https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1628048

Language

en