HMPD6204 - ASSIGNMENT FACULTY OF EDUCATION AND...

HMPD6204 - ASSIGNMENT

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Premela Maruthamuthu 1 | P a g e

FACULTY OF EDUCATION AND LANGUAGE

SEMESTER 5 / YEAR 2


RESEARCH PROJECT DESIGN

NAME : PREMELA A/P MARUTHAMUTHU

MATRICULATION NO : CGS00764720

IDENTITY CARD NO. : 770119-14-5268

TELEPHONE NO. : 0122616854

E-MAIL : [email protected]

LEARNING CENTRE : POSTGRADUATE (MASTER IN

INSTRUCTIONAL DESIGN)


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Topic: Constructing Knowledge through Collaborative Communication in a Social

Network Created Through an Innovative Technology Tool: WhatsApp Messenger

Chapter 1 - Introduction

1.0 Introduction

The purpose of this study is to investigate the capability of a social network in a group chat to

communicate collaboratively, thus creating new knowledge through a technology tool;

WhatsApp Messenger. WhatsApp Messenger is widely used for informal and social interaction

with family, friends and colleagues that act as a communication tool to send and receive instant

messages to and from one another. This is one of the fastest ways of mobile communication and

should be extended to encourage new knowledge construction among the participants and users

in the same network. The question arises on whether it is possible for family members, friends

and colleagues connected through the social network using WhatsApp Messenger as the platform

to discuss educational and non-social matters that will lead to collaborative learning and

construction of new knowledge.

1.1 Background

Technology has brought learning to a new dimension leading to a creation of various structure

and framework that promotes learning innovativeness in the 21st century. Some of the

contributions are from Dagger, Wade & Conlan (2005) emphasizing on personalized online

learning; Andersen & Ponti, (2014) illustrating on the functions of free technology and open

education resources and the contributions towards learning; Lambropoulos, Faulkner & Culwin

(2012) on peer to peer interaction through learning communities; Kong & Song (2014) on


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inquiry based learning; Chan (2013) on problem solving based learning; Knox (2014) on

availability and access to MOOCs as open education resources for learning purposes; Anderson

& McGreal (2012) on influence of technology on learning; and Alexander, Lynch, Rabinovich,

& Knutel (2014) discussing on the benefits of hybrid learning. These contributions has

influenced the learning journey and learning process of learners making learners influencing

their critical thinking and problem solving skills.

A limit cannot be set when it comes to learning especially age. Somebody is learning something

consciously or unconsciously on a daily basis. Historically, transfer of knowledge and sharing of

discussion were delivered through face to face conventional methods (Todhunter, 2013). As time

passed and technology advanced, teaching, learning and transfer of knowledge began to evolve.

Self-paced learning was introduced. Computer based teaching or e-learning was created to

convey information and transfer knowledge to a wide range of audiences (Toader & Roman,

2012). Technology began to advance in the 21st century making information and content easily

available and accessible by everyone with a connection to the internet and a technology or

mobile device (Huang, Yang, Huang & Hsiao, 2010).

In the content rich environment, users are able to easily retrieve information through available

search engines, mobile devices and supporting web applications that will be able to clear any

doubts and curiosity. They also share experiences, problems, decisions and solutions through the

available online network using the web applications such as Facebook, Google + and Twitter,

thereby encouraging social communication and networking among users (Huang, Yang, Huang

& Hsiao, 2010). Mobile devices are being used to capture pictures and immediately sent over to


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the network of friends in addition to making phone calls. These devices are also used to

communicate messages, files and notes in real time to their network of friends with the

appropriate mobile application. One of the applications that has the capacity to do this is

WhatsApp Messenger.

WhatsApp Messenger has shown its capability to communicate messages, files, notes, pictures

and video to a network of users through a mobile device. WhatsApp Messenger has made

communicating information and contents between users easier encouraging the flow of

information through an online social network. According to social constructivist theory, learning

and construction of knowledge do take place through exchange of information and through

online network (Palincsar, 1998). Using this theory, this study will look into the capability of

group chats created through WhatsApp Messenger to construct new knowledge while

networking on a social context. WhatsApp Messenger has shown its flexibility to create group

chats to stay connected through a social network with selected users or friends. This tool does

not restrict users to create or participate in a limited number of group chats or number of users in

a group chat. WhatsApp Messenger also provides the flexibility to include one user in multiple

group chats. Such flexibility will not limit the flow of information provided by users in the social

network. Additionally, WhatsApp Messenger is able to save the communication and discussion

thread in the chat box allowing users to search and refer back to the required information.

The group chats created in WhatsApp Messenger are socially connected and whether these users

are capable of communicating collaboratively to discuss and share ideas, solve problems, make

decisions and construct new knowledge will be looked at in this study. Bay, Bagceci & Cetin


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(2012) mentioned peer to peer interaction encourages collaborative communication that enhances

individual’s critical thinking and problem solving skills that will be applicable in any situation.

Although peer to peer interaction creates content through collaborative communication, the

question arises on whether it can be applied using WhatsApp Messenger among users in group

chats connected through social connection.

The impact of WhatsApp Messenger in learning has beeen seen in the work of Bouhnik &

Deshen (2014) where teachers have created a sharing learning platform for students in

WhatsApp Messenger to share ideas and information. The use of WhatsApp Messenger as a

learning innovative tool has shown positive impact on the communication, social atmosphere and

sharing of information between teachers and students. Bouhnik & Deshen (2014) has indicated

that WhatsApp Messenger has also shown its capability in encouraging learning among students

with collaborative communication with the teachers. Amry (2014) stated that the interaction that

take place among students through WhatsApp Messenger provides the ability to create a learning

community enabling students to construct new knowledge. Further to that, students have shown

preference in using WhatsApp Messenger because it is easier and resolves the problem of

immediate content distribution. WhatsApp Messenger has also taken over the role of other

instant messaging technological tools such as SMS (short messaging system) for communication

purposes. Table 1.1 extracted from the research of Bouhnik & Deshen (2014) WhatsApp

Messenger has benefits too when compared email, Facebook, SMS and Twitter especially in

terms of simplicity and instant messaging mechanism at a minimal cost.


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Table 1.1 Comparison of common social media and instant messaging tools in education

(Bouhnik & Deshen, 2014)

Description Email SMS Facebook

groups

Twitter WhatsApp

Cost Free Payment Free Free Up to 1$ per

year

Accessibility Ability to

change text

size

Ability to

change text

size

Fixed text size Fixed text size Ability to

change text

size

Information

about user

availability

No

information

No

information

No

information

No

information

Full

information

Opening a

group

Possible Possible Easy Not natural Easy

Adding and

removing

members to a

group

Not possible

the App

Possible Requires

participant

approval

Requires

participant

approval

Easy

Having a

fluent

conversation

as a group

Not natural Impossible Easy Not natural Easy

Privacy Relatively

high

Relatively

high

Relatively low Relatively low Relatively

high

Yeboah & Ewur (2014), however, mentioned that WhatsApp Messenger takes learning time

away from students. This is because students are spending more time on their mobile devices

when lectures become boring, by which they use WhatsApp Messenger to interact with their

friends and families on private issues. Instead of using this as a drawback, the researcher would

like benefit from this. It is stated by Yeboah & Ewur (2014) and Amry (2014) that majority of

time spent on WhatsApp Messenger by students and teachers are for private life purposes. It is

evident in the work of Yeboah & Ewur (2014) where 93% of the total respondents in a survey

conducted, used WhatsApp Messenger for social interaction with family and friends; and

retrieving general information while 7% of total respondents use this tool for academic purposes.


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Additionally Yeboah & Ewur (2014) recommended to extend the use of WhatsApp Messenger

for difference audience and difference setting. The researcher would like to look at how

communication with friends and family through WhatsApp Messenger encourage learning and

collaborative communication. With this, the researcher will look into maximizing the potential of

WhatsApp Messenger to encourage collaborative communication among friends and family

leading to construction of new knowledge. This study will reveal that social interaction among

friends and family through WhatsApp Messenger can also lead to creation of learning

communities that will benefit the participants.

1.2 Problem Statement

The purpose of this study is to explore the level of collaborative communication among

participants on a social network to construct new knowledge using WhatsApp Messenger. The

researcher has identified the need to examine the potential of WhatsApp Messenger in hosting a

learning community comprising of family and friends in group chats. As researches have been

conducted on the benefits of WhatsApp Messenger on learning for students and teachers, the

researcher would like to extend this study to examining WhatsApp Messenger’s capability in

encouraging collaborative communication that will lead to construction of new knowledge for a

different set of audience. Through this medium, a social network will be looked at as part of a

learning community to discuss issues, problems and brainstorm decisions although users come

from different age group, education background, job designation and job area.


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1.3 Objectives

The details and description on the background and problem statement has led to the development

of the objectives and purpose of this study.

a) To assess the capability of WhatsApp Messenger in innovating learning among users on a

social network.

b) To evaluate the extensiveness of collaborative communication for the purpose of problem

solving and decision making among users in group chats created in WhatsApp

Messenger.

c) To assess the level of contribution by each participants during interaction and discussion

on a non-social topic leading to new knowledge construction.

1.4 Research Questions

With the development and elaboration on the problem statement, three research questions have

been created to assist with this study.

a) Is WhatsApp Messenger capable in motivating and encouraging collaborative communication

on a non-social and educational topic in a group chat?

b) What is the response and participation rate from all users in the group chat pertaining to the

educational topic transpired in WhatsApp Messenger?

c) Which participants contributed most in the discussion that took place in WhatsApp Messenger

pertaining to the topic initiated?

d) Did the contributions made by each respondent add value to the overall discussion?

e) Did this discussion require a moderator to motivate and encourage communication among

users on this topic?


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1.5 Significance

This study will display the potential of a social network initiating collaborative communication

leading to construction of new knowledge on non-social and educational topic through the use of

technology; WhatsApp Messenger. WhatsApp Messenger provides the flexibility for users to

create their own social groups within minutes and commence communication immediately

especially with the availability of mobile devices such as smart phones, tablets and etc. that have

made communication easier and faster. Therefore, it will be a waste to ignore the potential and

capacity of WhatsApp Messenger in motivating and encouraging users in a social network to

communicate and learn collaboratively instantly. Peer to peer interaction is key to collaborative

communication and Lambropoulos, Faulkner & Culwin (2012) has shown that peer to peer

interaction has led to positive learning outcomes for students and this study would like to move

one step further where peer to peer interaction using WhatsApp Messenger will allow immediate

communication and transfer of knowledge among users, thus, initiating construction of new

knowledge. This study will also show that learning can take place in a social network with the

right technological tool involving users of various backgrounds in group chats.

1.6 Conclusion

The background study, problem statement, objectives and research questions illustrate the reason

I am conducting this study. Various research have been done to display the capability of

technology in enhancing people’s learning and the 21st century has led people to innovate their

learning styles taking into consideration technological tools and mobile devices. WhatsApp

Messenger being a one of these tools, has connected people socially on an informal and social


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platform. WhatsApp Messenger is widely used to connect people through mobile interaction and

it will be great to see the potential of this social network group created in WhatsApp Messenger

to collaboratively communicate and construct new knowledge on non-social topics.


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Chapter 2 - Literature Review

2.0 Introduction

The availability of mobile devices and technology evolution changed learning in the 21st century

for more innovation that constantly engages and motivates learners to learn in a technologically

advanced environment. Technology creates a content rich environment for people to access and

obtain information anytime and anywhere (Brazee & Lopp, 2012) with a connection to the

internet. Realizing the potential of technologically advanced and content rich environment,

framework and structure that innovates learning have been introduced. Bay, Bagceci, & Cetin

(2012) found the flow of information throughout the technology and digital environment creates

the ability for people to learn and share such information, thus, creating the opportunity to

collaboratively communicate in solving problems. Collaborative communication has shown its

potential in encouraging learners and users to construct new knowledge through peer to peer

interaction and it is evident from the work of Shears (2013); Urquhart, Cornelissen, Lal,

Colquhoun, Klein, Richmond, & Witteman (2013); Sethi, Desai, & Jhaveri (2010); Kelly (2012)

and Tsai (2012).

2.1 Various methodology and framework for innovative learning

There are various methodology and framework introduced ensuring innovation is embedded into

formal or informal learning. Alexander, Lynch, Rabinovich, & Knutel (2014) stated

innovativeness is incorporated into learning through a hybrid environment. Students can view,

listen and participate in real time lectures from their home. Alexander, Lynch, Rabinovich, &

Knutel (2014) further mentioned hybrid learning takes place when students attend lectures while

at home but connected to the internet with access to the virtual classroom. This virtual classroom


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is designed for the purpose of online learning where students are able to communicate with other

participants in this class via online. Such communication is able to take place simultaneously

with other students and the lecturer of that class which is also known as synchronous discussion

(Anderson & McGreal, 2012). Synchronous discussion, as mentioned by Anderson & McGreal

(2012), encourage interaction and participation among learners because instant feedback and

exchange of information takes place. Instant feedback mechanism with learners contributes to

active collaborative communication and increase in learning performance (Wu, Hwang, Milrad,

Ke & Huang, 2012). When instant feedback mechanism and active communication takes place,

creation of knowledge happens within the group (Andersen & Ponti, 2014). Yu & Yang (2014)

and Bay, Bagceci, & Cetin (2012) agreed with Andersen & Ponti (2014) that collaborative

communication can lead to the construction of new knowledge.

Another methodology and framework introduced for learning innovation is activity based

learning. Dagger, Wade & Conlan, (2005) and Brazee & Lopp (2012) stated activity based

learning takes place based on real issues and simulations exposing learners to real life situations.

They further stated that activity based learning assists learners to be directly involved in the

given situation, analyze issues faced, brainstorm for ideas with other participants and provide

possible solutions for implementation. Brazee & Lopp (2012) did highlight the fact previous

learning methodology educate students with theory based information compared to situation and

activities. With the availability of information and technology, learners are able to retrieve these

theory based information easily from the network.


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Kong & Song (2014) stated that in line with the pedagogical principles, learners need to work

with real life scenarios and situations to enhance their learning capability and capacity. Given an

activity, learners will be able to share ideas and communicate collaboratively with other learners

to maximize on their tacit knowledge. Tacit knowledge is known to be human capital of an

organization if not shared will be gone with the individuals (Mehri, Umar, Saeidi, Hekmat, &

Naslmosavi, 2013). Activity based learning methodology encourages learners to use their tacit

knowledge (Brazee & Lopp, 2012).

In addition to activity based learning, inquiry based learning is another framework and

methodology for learning innovation. Kong & Song, (2014) and Shih, Chuang & Hwang (2010)

stated that inquiry based learning creates the environment where learners will need to respond to

inquiry topics, explore and extend on these topics and finally evaluate and explain details

pertaining to these topics. Learners will be engaged in inquiry based topics requiring high critical

thinking and problem solving skills to brainstorm on issues and share ideas with other learners

(Chan, 2013; Shih, Chuang & Hwang, 2010 and Dunn, Rakes & Rakes, 2014). In order to

ensure active discussion takes place with valuable information, it is important for these learners

to constantly stay motivated and engaged in the learning platforms. With motivation and

engagement, collaborative communication will take place among these participants, thus,

triggering their higher order thinking skills and enabling them to create and construct new

knowledge (Madhuri, Kantamreddi, & Goteti, 2012).

In addition to action based and inquiry based learning, problem based learning is another

framework used as part of learning innovation. This is evident in a research done by Chan (2013)


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and McFalls (2013) where medical students are taught through problem based case scenarios.

They use these cases to brainstorm ideas and provide possible solutions. These methods of

learning are conducted through technology. Wu, Hwang, Su & Huang (2012) stated that mobile

devices were used for the nurses’ practical training. Each nurse is provided with a mobile device

and provided with a medical problem for discussion and diagnosis purposes. The instant

feedback system embedded into the software for the nurses’ practical training purposes have

increased the learning performance and progress of each nurse. Shears (2013); Wu, Hwang, Su

& Huang (2012) and Huang, Yang, Huang, & Hsiao (2010) supported further that learners are

able to conduct their study and discussions outside of their formal environment using a mobile

device. They further mentioned that the research done on students learning ubiquitously outside

of their classroom environment did provide the students the opportunity to retrieve information

online for problem solving purposes anytime. Wu, Hwang, Su & Huang (2012) further stated

that with the assistance of mobile devices and internet connection, ubiquitous and mobile

learning has become a way to innovative learning.

Blended learning is another framework used as part of learning innovation where both

conventional teaching method and online learning takes place. Baran & Paula (2014) and Tsai,

Shen &Tsai (2011) stated that the availability of technology has innovated learning to be done

both the conventional and innovative way through personalized learning. Dagger, Wade &

Conlan (2005) understands the benefit of personalized learning through online platform and

stresses that learning methods using this way can be aligned with learning objectives, outcomes

and assessments. Shears (2013) research incorporated blended learning technique into teaching

students using both face to face and online. Students are given the flexibility to use technology


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and mobile devices during lessons for activity based and problem based learning. However,

students must be self-directed and motivated to learn through the online method (Tsai, Shen

&Tsai, 2011). Using concepts of self-paced, self-directed, open learning and personalized

learning, using massively open online courses (MOOCs) for learning purposes is another

framework used for innovative learning. Massively open online courses (MOOCs) are free and

readily available for learners to access and learn. Knox (2014) and Baran & Paula (2014) stated

that MOOCs are becoming common that it provides a threat to the higher learning institutions

due to its availability of massive learning material with no or little cost. Anderson & McGreal

(2012) mentioned that MOOCs being an open education resource could be the latest innovation

to learning. Although Knox (2014) has stated some advantages in using MOOCs as the learning

platform, some drawbacks have been expressed too.

The literature review on learning innovation has demonstrated that technology has enhanced and

innovated learning moving away from the conventional and traditional face to face lecture

ensuring students are ready for working environment with the required skills. The research done

have shown that technology and learning can work hand in hand in educating learners and

students to achieve higher order thinking skills that encourages them to create and construct new

knowledge. Technology can be looked at from the perspective of innovated tools and

applications and also learning materials.

2.2 Peer to peer interaction through technology and innovation

Peer to peer interaction is another framework and methodology introduced by research for the

purpose of innovative learning. Andersen & Ponti (2014); Yu & Yang (2014); Shears (2013) and


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Urquhart, Cornelissen, Lal, Colquhoun, Klein, Richmond, & Witteman (2013) shared the same

view that interaction among participants in a group encourage collaborative communication thus,

motivating learning and engagement in these discussions. Peer to peer interaction in a formal and

informal setting has proven to increase learning performance (Andersen & Ponti, 2014; Yu &

Yang, 2014; Shears, 2013; Urquhart, Cornelissen, Lal, Colquhoun, Klein, Richmond, &

Witteman, 2013 and Sethi, Desai, & Jhaveri, 2010). It is further supported with the research of

Urquhart, Cornelissen, Lal, Colquhoun, Klein, Richmond, & Witteman (2013) and Shears

(2013), that peer to peer interaction encourages collaborative communication where participants

share ideas and information, provide possible solutions, assist in decision making and network,

hence opening the opportunity for the participants to acquire new information and construct new

knowledge.

Peer to peer interaction has the potential to instill critical thinking into each participants

(McTague, Edwards, Winterburn & Hicks, 2014). McTague, Edwards, Winterburn & Hicks

(2014) mentioned that collaborative communication that takes place among learners triggers

their thinking capability. The thinking capability is further enhanced with capacity to analyze

problems and issues raised in the discussion forum, hence, providing solutions to the problem

that will require critical thinking and problem solving skills (Urquhart, Cornelissen, Lal,

Colquhoun, Klein, Richmond, & Witteman, 2013). This is further supported with the work of

Instance & Kools (2013) where it supports the fact that collaborative communication increases

critical thinking capability and problem solving skills. Participants contributing to the

discussions will use this platform to collaboratively analyze similar problem and brainstorm on

potential solutions. Andersen & Ponti (2014) and Yu & Yang (2014) stated that such


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contributions not only lead to increase in problem solving skills but the ability to co-create

contents. Using readily available information from other participants and the internet, learners

will be able to co-create contents and construct new knowledge. The discussions that take place

in the discussion platform created the ability for participants to construct new knowledge as per

the attributes of Bloom Taxonomy (Ursani, Memon & Chowdhry, 2014).

The flexibility to encourage and introduce peer to peer interaction is made possible with the

existence of technology. Toader & Roman (2012) stated there are available applications to

encourage interaction among learners where these peer to peer discussions can take place

synchronously and asynchronously in a formal and informal setting. Sie, Pataraia, Boursinou,

Rajagopal, Margaryan, Falconer, Bitter-Rijpkema, Littejohn, & Sloep (2013) and Bay, Bagceci,

& Cetin (2012) research similarly mentioned that collaborative communication can take place

through formal and informal platform using technology and mobile device instead of a face to

face meeting and discussion. Mobile devices have given users the privilege and opportunity to

stay connected with their network anytime and anywhere similar to a social connection.

People are getting connected socially with their network of friends through the use of technology

and mobile devices. Understanding the advantage of the social network, Huang, Yang, Huang, &

Hsiao (2010) stated that with mobile devices and internet connection people are also able to

transfer information within a social network. It is further expanded with the work of Shih,

Chuang & Hwang, (2010) that mobile devices has created the capability for users to capture

formal and informal information thus, circulating them to their preferred network. Therefore, the

exchange of information among participants are deemed to be known as social and collaborative


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discussion that can take place anytime, anywhere and with anybody (Huang, Yang, Huang, &

Hsiao, 2010). This shows information sharing can also take place socially with peers connected

informally through a social network. Such sharing of information within a social network

triggers learning and acquisition of knowledge through a social network is possible; and is also

known as social constructivism (Palincsar, 1998). Social constructivism is an extended learning

theory from the three learning theories of behaviorism, constructivism and cognitivism (Bay,

Bagceci, & Cetin, 2012). Bay, Bagceci, & Cetin (2012) stated social constructivism is a theory

that states construction of new knowledge can happen through a network of information that are

connected socially and formally.

Literature review on peer to peer interaction has proven that collaborative learning can take place

in a formal and informal setting among participants anywhere and at anytime through mobile

devices and internet connection. Innovated technological tool has also created the flexibility for

users to participate in discussions on real time basis contributing to ideas and sharing experiences

in addition to being socially connected. Therefore, the research elaborated above has illustrated

the capability of technology, peer to peer interaction and social network to encourage

collaborative communication and construction of new knowledge among participants.

2.3 Learning communities and communities of practice through technology and innovation

Technology and mobile devices have innovated learning by providing the flexibility and features

in incorporating various forms of teaching and learning techniques. Technology is able to extend

learning to problem based learning (Chan, 2013), inquiry based learning (Shih, Chuang &

Hwang, 2010) and activity based learning (Brazee & Lopp, 2012), as oppose to traditional and


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conventional learning with face to face teaching. These methods of innovated learning are made

possible through interaction and communication that can take place under three different

circumstances; peer to peer interaction, peer to content interaction and peer to teacher interaction

(Anderson, & McGreal, 2012). All this is made possible through various platforms such as

learning management system, learning communities and communities of practice. Learning

communities and communities of practice is one of the online platforms that encourage

collaborative communication (Urquhart, Cornelissen, Lal, Colquhoun, Klein, Richmond, &

Witteman, 2013). It is further emphasized by Tsai (2012) that learning and exchange of

information and ideas can take place through learning communities. Discussions through

learning communities and communities of practice increases work performances and learning

progress (Kelly, 2012 and Tsai, 2012).

Learning communities and communities of practice are becoming platform for participants to

share ideas and brainstorm in solving problems. As mentioned by Brazee & Lopp (2012), there

are instances when problem arises within an organization, company brings in external expertise

to identify the problem and provide solutions failing to realize internal workforce are capable of

providing similar or better solutions if opportunity is given to discuss and share ideas. All this is

made possible if there is a platform for such discussion to take place. The research conducted by

Brazee & Lopp (2012) showed communities of practice created by the organization has

encouraged flow of tacit knowledge and sharing of ideas by all relevant participants. While

Urquhart, Cornelissen, Lal, Colquhoun, Klein, Richmond, & Witteman, (2013) and Sethi, Desai,

& Jhaveri (2010) supported the fact that sharing of ideas can take place in a learning community


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or community of practice, Kelly (2012) showed that learning communities are also beneficial

with organizational workforce.

Learning communities or communities of practice can be platform for formal and informal

discussions to take place and there are various applications and devices that can be used for this

purpose such as Edmodo, Ning, Blackboard, Moodle and Schoology for higher learning

institutions while Facebook, Google + and Twitter for social purposes. Students and working

adults prefer to keep their social network separate and independent from their professional

network (Sie, Pataraia, Boursinou, Rajagopal, Margaryan, Falconer, Bitter-Rijpkema, Littejohn,

& Sloep, 2013). This is made obvious with the differing platform and software for professional

and social purposes. As social network can be linked with network and information transfer, the

social platforms can also be used for collaborative learning purposes. Either way, communication

among participants is essential for successful learning (Baran & Paula. 2014).

Communities of practice and network learning are two different aspects to look at. Communities

of practice or learning communities are deemed to connect with professional background having

similar organizational objectives and performance indicators providing better professional

development for organizational participants (Linder, Post, & Calabrese, 2012). Meanwhile

network learning is looked at as social interaction that take place between participants who are

connected socially and not professionally, thus, may not make transfer of information beneficial

to all participants (Lambropoulos, Faulkner & Culwin, 2012). Lambropoulos, Faulkner &

Culwin (2012) further emphasized that network learning becomes a platform where participants

use to disseminate information. Such dissemination of information in a learning network does


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not require extensive exchange of ideas, sharing of experiences and possible problem solving

solutions that will lead to construction of new knowledge. Mulcahy (2011); Tu, Montes, Yen,

Chan, & Blocher (2012) and Linder, Post, & Calabrese (2012) stated that communities of

practice is different from network learning because of its benefits in developing critical

pedagogy learning with improved self-learning, independent learning, critical thinking and

problem solving skills of the participants. However, network learning has the potential to instill

pedagogy principles to the learners in view with the social constructivist theory (Palincsar,

1998).

Literature on learning communities and communities of practice proved that communication

between participants of various age, background and profession are able to communicate

effectively to brainstorm ideas, share experiences and assist to solve problems, thus, having the

ability to construct new knowledge through available online platform. However, differences have

been highlighted between learning communities and learning network. People in learning

communities who share similar professional background are able to communicate effectively

pertaining to an issue while those connected through learning network use this network to share

informal information and contents. People in the learning network are usually connected for

social purposes. With the potential of innovated technology, peer to peer interaction, exchange of

information in a social network and construction of knowledge; this study will look at the ability

of users in a social network to construct new knowledge through collaborative communication

using an innovated technology tool; WhatsApp Messenger.


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2.4 Instant messaging mechanism using innovative technology tool

WhatsApp Messenger is one of the preferred technology tools for instant messaging purposes.

Through WhatsApp Messenger, students are able to socially interact with one another and with

their teachers (Tawiah, Nondzor &Alhaji, 2014). It is evident in Tawiah, Nondzor &Alhaji

(2014) research where students have shown preference to WhatsApp Messenger as their learning

innovative tool. This is because WhatsApp Messenger provides the flexibility to share ideas and

contents through social interaction that leads to collaborative learning (Amry, 2014; Tawiah,

Nondzor &Alhaji, 2014).

Yeboah & Ewur (2014), on the other hand, stated that WhatsApp Messenger takes away

students’ learning time. This is because students prefer to use WhatsApp Messenger for their

private life purposes than academic purpose. They use WhatsApp Messenger to interact with

their family and friends in their social network due to its instant messaging mechanism. Sie,

Pataraia, Boursinou, Rajagopal, Margaryan, Falconer, Bitter-Rijpkema, Littejohn, & Sloep

(2013) stated the instant messaging mechanism in Twitter has improved students’ learning

performance with collaborative communication between the teacher and students. However,

Twitter has a limitation in terms of the number of words that can be typed at one time. Such

limitation does not exist in WhatsApp Messenger. The researcher will continue this study in

exploring the potential of WhatsApp Messenger instant messaging mechanism to engage

participants on a social network to communicate collaboratively for construction of new

knowledge purposes.


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Chapter 3 – Research Methodology

3.0 Introduction

The purpose of this study is to investigate the capability of a social network in a group chat to

communicate collaboratively leading to creation of new knowledge through WhatsApp

Messenger. For the purpose of this research, one group chat was chosen from 5 active group

chats pre-existed in Participant 1’s profile. The group chat chosen must at least be familiar with

WhatsApp Messenger during the time of research. A discussion that is not related to their

everyday social conversation in this group chat was initiated and that topic was ‘Creative

Thinking’; a topic that would definitely require some critical thinking for good quality responses

and contribution.

Literature review has expressed the benefits obtained when using technology for learning and

communication purposes. Technology has innovated learning for all groups of people of various

age range. Variety of tools and software are being used to initiate interaction among users and

participants that encourage collaborative communication. It is also a mode of communication for

users connected socially. The literature review also stated that learning communities and

communities of practice have been created for working adults to discuss matters pertaining to

their organization on various online platform leading to collaborative communication and

construction of new knowledge. Collaborative communication on learning communities creates

more advantages and benefits with instant messaging mechanism that is available in WhatsApp

Messenger. Based on these points highlighted in the literature review, the researcher would like

to conduct a study that examines the collaborative communication and construction of new


______________________________________________________________________________


knowledge among non-academic students who are connected socially in a group chat using an

innovated technology tool.

3.1 Research Design

In order to assist with the research design, 5 research questions have been developed:

a) Is WhatsApp Messenger capable in motivating and encouraging collaborative

communication on a non-social and educational topic in a group chat?

b) What is the response and participation rate from all users in the group chat pertaining to

the educational topic transpired in WhatsApp Messenger?

c) Which participants contributed most in the discussion that took place in WhatsApp

Messenger pertaining to the topic initiated?

d) Are the contributions made by each respondent add value to the overall discussion?

e) Did this discussion require a moderator to motivate and encourage communication

among users on this topic?

An existing socially created group will be used for the purpose of this research. This group has

been connected socially in a group chat in WhatsApp Messenger for the last 6 months. This

group chat was created 6 months ago. This group chat was selected from 5 existing group chats

in Participant 1’s WhatsApp groups. Participant 1 is basically the researcher who is currently

pursuing Master Degree program and would like to be directly involved in this study to

understand the potential of WhatsApp Messenger for collaborative communication. However, to

ensure validity of the chat group and sample size taken, certain criteria has been set in selecting

the sample size:


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a) Participants are of various professional background.

b) Participants of various educational background.

c) Participants are connected as family and friends.

d) Group chat is used primarily for social interaction. Nil academic discussion has taken

place in this chat group.

e) Participants are familiar with WhatsApp Messenger.

f) Age range of participants ensuring they have been exposed to the 21st century

technological tools; 15 years old to 45 years old.

This group chat stood out because it comprised of individuals with various professional

background and educational background; and connected as family and friends. The participants

have been using WhatsApp Messenger for the past 6 months since its inception and have been

interacting socially on daily basis. The participants in this chat group are in the age range of 20

years old to 40 years old meeting the criteria set above.

Communication on general and social matters have been taking place since the group chat was

created. The extent of features and functions available in WhatsApp Messenger being used by

these participants for the purpose of interaction was evaluated and assessed. A topic on ‘Creative

Thinking’ was discussed in the group chat and initiated by one of the participants in the group to

see whether the discussion continues with contributions from other participants in the group. The

level and usage of the features in the WhatsApp Messenger for this discussion purposes was

looked at also in addition to the level of communication, sharing of ideas, continuous discussions

and ability to conclude on this topic will be evaluated. The evaluation and assessment will


______________________________________________________________________________


comprise of the quality of information shared and contributed in the social platform whether such

exchange of information and knowledge sharing has transpired construction of new knowledge

among other participants. The level of contribution from each participant was looked at and

analyzed. The number of contributions made by each participant was listed and assessed on its

quality and looked at from the perspective of categories listed in section 3.3 below.

3.2 Sample Size

One group chat from the social network in WhatsApp Messenger was used as the sampling

group as explained in section 3.1. This group chat was picked because the participants have been

using WhatsApp Messenger for the last 6 months by which shows they are familiar with the

features in WhatsApp. This group comprised of 15 participants who are related with one another

between the age ranges of 20 years to 40 years old. These participants are friends and family

connected in this group chat with social interaction taking place on daily basis; thus; being an

active group chat. In the last 6 months, since the inception of the group chat; there has been nil

collaborative communication that led to construction of new knowledge for academic reasons.

The names of the participants in this chat group will remain unanimous. The sample size will be

grouped based on their age, education background, job level and field job area. The contributions

made by each participant will be evaluated and analyzed based on the stated categories. The

sampling size is kept at minimum to ensure effective communication takes place (Tsai, Shen &

Tsai, 2011). High number of participants taking part in discussions will hinder the effectiveness

of the collaborative communication among participants. This is seen in the work of Knox (2014);


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where high number of participants in the forum discussion of MOOCs are not engaged and

motivated to communicate.

Table 3.1 Sample size by Management Category

No Management - Category Sample size

1 Manager 2

2 Assistant Manager 2

3 Executive 5

4 Specialist 5

5 Nil 1

Table 3.2 Sample size by Job Field Area Category

No Job Field Area - Category Sample size

1 Engineering 4

2 Operations 2

3 Education 4

4 Telecommunications 1

5 Banking 1

6 Medical 2

7 Nil 1

The sample size was broken down to department and management level to show us a better

picture on which aspect of the career category will show significant contribution to the


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discussion. The results obtained will show whether participants with higher management

responsibilities able to make constructive contributions as oppose to those working in specific

industry.

Table 3.3 Sample size by Education Qualification Category

No Education Qualification - Category Sample size

1 Master Degree 4

2 Bachelor Degree 9

3 Diploma 2

Education qualification will also be another factor looked at when analyzing the contributions

that will provide information on whether constructive contributions are made by participants

with certain qualifications.

Table 3.4 Sample size by Age Range Category

No Age Range - Category Sample size

1 20-25 years old 2

2 25-30 years old 4

3 30-35 years old 5

4 35- 40 years old 4

The age range is further categorized to every 5 years ensuring each sample size comprise of

participants.


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3.3 Instruments and Data Collection

The interaction among participants will be done on WhatsApp Messenger through an existing

group chat. One of the participants will be given the task to initiate a discussion on WhatsApp

Messenger. The time for the discussion took place one afternoon on a week day. The other

participants are not aware of the purpose of this discussion ensuring the validity of the outcome

that will contribute to this research. The contribution and discussion of each participant is done

on WhatsApp Messenger group chat. Figure 3.1 displays the group chat forum in WhatsApp

Messenger.

Figure 3.1

Each contribution from each participant will be recorded and tabled according to their work and

education qualification, age and field area of job. The ratio of contribution per participant in each


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category was calculated. The ratio information showed exactly the number of contribution per

participant in each category.

In order to evaluate the capability of WhatsApp Messenger to encourage and motivate

participants to communicate collaboratively, a qualitative research will be conducted. A survey

was distributed to the participants who contributed to the Creative Thinking in WhatsApp

Messenger discussion i.e. 9 participants. These 9 participants out of total 15 participants will be

the respondents to the research survey. This research survey is distributed to the 9 respondents

through an online survey tool and interviews for those who are not able to access the site. These

research questions will be able to obtain the feedback from the respondents on the capability of

WhatsApp Messenger in encouraging and motivating collaborative communication in a socially

connected group chat.

Table 3.5 Research Questions on WhatsApp Messenger capability to encourage and motivate

collaborative communication.

No Description

A Familiarity

1 Are you familiar with WhatsApp features?

2 Do you like to use WhatsApp social interaction

purposes?

3 Do you like to use WhatsApp for academic

discussion or work related issues?

B Educational


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1 Did you find the discussion 'Creative Thinking'

beneficial?

2 Did you learn anything new from this discussion?

3 Did you find other participants' comments, feedback

and examples beneficial to you?

4 Will you be able to apply the new information

acquired from this discussion in your workplace?

5

Were you able to summarize the comments of other

participants to fit your understanding of 'Creative

Thinking'?

6 Do you think WhatsApp is a good tool to conduct

this discussion?

7

Did you find WhatsApp features encourage and

motivate you to effectively conduct the discussion on

Creative Thinking?

8

Did you find the instant messaging mechanism in

WhatsApp encourage you to continuously engage in

the Creative Thinking discussion?

9 Will you participate if such discussion takes place

again?

3.4 Data Analysis

Data obtained from the WhatsApp Messenger discussion was analyzed and assessed based on

each participants’ contribution to the group discussion. The analysis on the level of contribution

by each participant was done in comparison to the following criteria:

i) career background (job designation and field of job area)

ii) education background

iii) age


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The ratio of contribution displayed the category that encourages and motivates collaborative

communication in WhatsApp Messenger. The number of contribution or each message popped

out in WhatsApp Messenger was noted and counted as the number of participation. Each

contribution made was analyzed and assessed on whether they met the criteria that was set. The

criteria to evaluate the quality of information and content discussed have been situated below in

view with the Bloom Taxonomy (Ursani, Memon & Chowdhry, 2014):

a) Discussion is relevant to topic.

b) Initiates feedback and comments from other participants.

c) Discussion is relevant to real life examples.

d) Discussion supports other contributions.

e) Able to provide interpretations based on participants’ contributions.

f) Provide summary and conclusion on participants’ contributions.

The ability for participants to provide their own interpretation, summary and conclusion based on

participants’ contributions show the individual’s capability to construct and create new

knowledge.

In terms of WhatsApp capability in encouraging and motivating collaborative communication

among participants, the data are analyzed through the results obtained from the survey. The

survey results are evaluated based on the number of responses for ‘Yes’ and ‘No’ by each

respondent. Percentage of responses are calculated individually and a higher percentage for

‘Yes’ will indicate that WhatsApp Messenger has encouraged and motivated collaborative


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communication. Individual components of Section B will be looked at to understand in detail

each responses.

3.5 Conclusion

Discussions and communication through WhatsApp Messenger is happening frequently for the

purpose of quick interaction between users who are in possession of mobile devices. Social

interaction takes place through this platform. WhatsApp Messenger provides the flexibility to

create groups within seconds to communicate instant messages to all the participants in that

group including pictures and videos. Looking at the benefits of this tool, I would like to expand

the use of WhatsApp Messenger to initiate and hold formal and intellectual discussions within a

social network. This research will also reveal the capability of WhatsApp Messenger to host this

collaborative communication that will potentially lead to construction of new knowledge. The

sample size taken comprises of a mixed age group ranging from 20 years old to 40 years old;

differing career and education background. The reason is to evaluate the level and quality of

participation by categories of age, career background and education background.


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Chapter 4 – Data Analysis and Results

4.0 Introduction

The discussion on ‘Creative thinking’ by the sample size in WhatsApp Messenger was initiated

by one of the participants and the results obtained showed positive results that collaborative

communication within a social network can lead to peer to peer interaction leading to

construction of new knowledge. The results were analyzed based on pre-defined categories and

criteria set in Chapter 3 and based on the research questions.

4.1 Research Question 1

Is WhatsApp Messenger capable in motivating and encouraging collaborative communication on

a non-social and educational topic in a group chat?

WhatsApp Messenger is an application that can be used to instantly communicate with other

users through a mobile device. Figure 4.1 reveals the way the interaction took place among

participants in WhatsApp Messenger using the available features. Each discussion is displayed in

pop-up dialog boxes with the name of the participants or their mobile number. Each participant’s

names are colour coded making it obvious to other users of who is communicating in the

WhatsApp Messenger group. This allows simultaneous discussion to take place within the group

chat window. With reference to Appendix A, few discussions and simultaneous discussions are

taking place within 1 minute within the same frame of the chat group.


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Figure 4.1

Figure 4.1 is taken with the use of a mobile device IPhone 3GS with smaller screen size.

Therefore, lesser conversation pop ups are seen if compared to a bigger screen mobile device.

Despite the screen size, it shows collaborative communication can take place among a social

network using WhatsApp Messenger. The features in WhatsApp Messenger are easy to use and

do not require navigation to various other sites or pages making it easy to use by users.

Therefore, it is an innovative tool that can be used by users to learn new knowledge regardless of

the social network they are in.

The sample size is a social network that is connected for social purposes with daily interaction

between one another on regular matters. In addition to the text messages in the chat group, the

features in the mobile device and WhatsApp Messenger can be used by the participants to attach

Time of communication taking place.

Chat group description

Name and contact number of

participants.

Audio and voice recording.

Text box for typing messages.

Icon that will pop up more emoticons

to be included in the chat.


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pictures and links to other sites. Participants are able to use these features to substantiate their

contributions and make their contributions more interesting to encourage more motivation and

engagement in the discussion that is taking place (Figure 4.2).

Figure 4.2

One of the participants has used this feature to notify other participants of the availability of an

extra reading material pertaining to the topic (Table 4.1).

Table 4.1 Details of Participant 10

No Participant Age range Qualification Field of Job Occupation

1 Participant 10 35-40 Master Degree Education Specialist -

Lecturer

Another participant (Participant 6), on the other hand, who only made one contribution during

the discussion by posting a picture that is relevant to creative thinking (Figure 4.3).


______________________________________________________________________________


Figure 4.3

This shows that WhatsApp Messenger has the capability in being the innovative learning tool to

encourage and initiate learning among users in a social network.

In addition to the above, the survey results showed that overall respondents answered ‘Yes’ to

most of the questions in the survey. Table 4.6 illustrates results of the survey derived from the

details of the survey in Appendix B.

Table 4.6 Results of the Survey

No Description

No of

respondents

for ‘Yes’

Percentage

of

respondents

for ‘Yes’

No of

respondents

for ‘No’

Percentage

of

respondents

for ‘No’

A Familiarity


______________________________________________________________________________


1 Are you familiar with

WhatsApp features? 9 100% 0 0%

2 Do you like to use WhatsApp

social interaction purposes? 9 100% 0 0%

3

Do you like to use WhatsApp

for academic discussion or

work related issues?

6 67% 3 33%

B Educational

1 Did you find the discussion

'Creative Thinking' beneficial? 9 100% 0 0%

2 Did you learn anything new

from this discussion? 9 100% 0 0%

3

Did you find other

participants' comments,

feedback and examples

beneficial to you?

9 100% 0 0%

4

Will you be able to apply the

new information acquired

from this discussion in your

workplace?

9 100% 0 0%

5

Were you able to summarize

the comments of other

participants to fit your

understanding of 'Creative

Thinking'?

9 100% 0 0%

6

Do you think WhatsApp is a

good tool to conduct this

discussion?

6 67% 3 33%

7

Did you find WhatsApp

features encourage and

motivate you to effectively

conduct the discussion on

Creative Thinking?

6 67% 3 33%

8

Did you find the instant

messaging mechanism in

WhatsApp encourage you to

continuously engage in the

Creative Thinking discussion?

6 67% 3 33%

9 Will you participate if such

discussion takes place again? 9 100% 0 0%

Total 96 89% 12 11%


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Under Section A, all respondents answered they are familiar with WhatsApp Messenger and like

using WhatsApp Messenger for social purposes. There are however, 67% of respondents do not

like using WhatsApp Messenger for academic discussion or work related issues. The same 67%

of respondents answered ‘No’ to questions B6 to B8 that are related to Question A3. These

respondents do not prefer to use WhatsApp Messenger for academic purposes, therefore, do not

find WhatsApp Messenger a good tool that motivates and encourages them to effectively

conduct such this discussion. In contrast, 67% of total participants agreed to Questions B6 to B8

by which WhatsApp Messenger is a good tool to host such discussion, motivates and encourages

participants to communicate collaboratively and an instant messaging tool that keeps participants

engaged in the discussion.

In terms of construction of knowledge, all respondents to this survey agreed they had learnt

something new from this discussion and found it to be beneficial. The respondents further agreed

that other participants’ feedback, comment and examples are beneficial to them as they are able

to summarize the important points of the discussion and apply it when necessary. Although there

are 33% of respondents do not find WhatsApp Messenger a good tool to conduct this discussion,

they are willing to participate again if such discussion is to take place again.

4.2 Research Question 2 and Research Question 3

b) What is the response and participation rate from all users in the group chat pertaining to

the educational topic transpired in WhatsApp Messenger?

c) Which participants contributed most in the discussion that took place in Whatsapp

Messenger pertaining to the topic initiated?


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Discussion on creative thinking was initiated by Participant 10 with an announcement on an

invention that had won an award (Figure 4.4).

Figure 4.4

This announcement led to an open discussion on creative thinking that was started by Participant

10. The discussion took place on a working day between 12.16pm to 12.31pm. Each participant

in the social group had the opportunity to participate in the discussion to provide their thoughts

on creative thinking. However, only 9 participants contributed their thoughts. The results of the

participation can be seen in the below tables:

a) number of contributions made by each participant in this group chat (Table 4.2),

b) number of contribution by age range (Table 4.3),

c) number of contribution by occupation (Table 4.4),

d) number of contribution by field area (Table 4.5); and

e) number of contribution by education qualification (Table 4.6).


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Table 4.2 Total contribution by Participant

No Participants Number of Contributions

(number of comments)

1 Participant 1 28

2 Participant 2 1

3 Participant 3 28

4 Participant 4 13

5 Participant 5 0

6 Participant 6 1

7 Participant 7 0

8 Participant 8 4

9 Participant 9 0

10 Participant 10 16

11 Participant 11 10

12 Participant 12 0

13 Participant 13 4

14 Participant 14 0

15 Participant 15 0

Table 4.2 shows that 9 out of 15 participants have contributed to the discussion on ‘Creative

thinking’ in this social network with number of contributions ranging from the lowest of 1

contribution from participant 2 to the highest of 28 contributions from participants 1 and 3. This

shows that within 15 minutes 105 total contributions have been transpired from the participants

in the social network pertaining to a specific topic.

Table 4.3 Total Contribution by Age

No Age range

Number of

Contributions


Number of

Participants

Ratio of contribution

per participant

1 20-25 4 2 2.0

2 25-30 11 4 2.8

3 30-35 17 5 3.4


______________________________________________________________________________


4 35-40 73 4 18.3

Table 4.3 shows that the most contributions came from the age range of 35-40 years old and age

range of 20-25 having the least number of contributions. There is, however, an increasing trend

in the number of contributions as the age range increases.

Table 4.4 Total Contribution by Management Category

No Management

Number of

Contributions


Number of

Participants

Ratio of

contribution per

participant

1 Manager 1 2 0.5

2 Assistant Manager 28 2 14.0

3 Executive 18 5 3.6

4 Specialist 58 5 11.6

5 Housewife 0 1 0.0

Although the participants in the Specialist category has more discussion thread compared to

other occupation category, the contribution made by each participant in the Assistant manager

category is higher. Meanwhile, Table 4.5 revealed that participants in the area of Engineering

and Education have contributed more discussions in the chat group compared to other field areas.

Each participant, on an average basis, has 10.5 comments (Engineering field) and 11.3 comments

(Education field). This is further supported with the education qualification of each participant

where the higher the education level is, the higher the number of contributions made in the group

chat.


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Table 4.5 Total Contribution by Field Area of Job

No Field area of job

Number of

Contributions


Number of

Participants

Ratio of

contribution per

participant

1 Engineering 42 4 10.5

2 Operations 0 2 0.0

3 Education 45 4 11.3

4 Telecommunications 1 1 1.0

5 Banking 4 1 4.0

6 Medical 13 2 6.5

7 Nil (Housewife) 0 1 0.0

Table 4.6 Total Contribution by Education Qualification

No Education

qualification

Number of

Contributions

(number of

comments)

Number of

Participants

Ratio of

contribution

per participant

1 Master Degree 58 4 14.5

2 Bachelor Degree 47 9 5.2

3 Diploma (Housewife) 0 2 0.0

The extend and level of contribution made by each participant in the discussion on ‘Creative

Thinking’ in the WhatsApp Messenger social network group is influenced by the age group, field

of job area and education qualification of these participants. The level of contribution increases

as the age group and education qualification increases.


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4.3 Research Question 4 and Research Question 5

d) Are the contributions made by each respondent add value to the overall discussion?

e) Did this discussion require a moderator to motivate and encourage communication

among users on this topic?

The discussion thread that took place pertaining to ‘Creative thinking’ showed that participants

have expressed their thoughts on that topic (Appendix A). Although only 60% of total

participants contributed in this discussion, the content of the discussion was meaningful and able

to educate other participants on the topic. The discussion started with ‘Creative thinking’ that led

to critical thinking and innovation (Figure 4.5 and Figure 4.6).

Figure 4.5 Figure 4.6

Further explanation was provided by the participants following through the ideas and experience

sharing done by other participants. In Figure 4.7 and Figure 4.8, examples on creative and


______________________________________________________________________________


innovative thinking are given by Participant 3 and Participant 10. This has led to construction of

new knowledge where Participant 3 has provided some examples in this discussion where at

some point Participant 10 was asking for reassurance. Participant 1 (in green chat bubble) has

shown the capability to play the mediator role in encouraging more discussions from the group

(Figure 4.5). However, there are other participants who have played the role in providing

feedback and comments to other contributions that led to further communication on the topic.


There are instances too where participants have summarized and concluded the discussion that

has been taking place as per contributed by Participant 11 (Figure 4.9) and Participant 4 (Figure

4.10). These participants were able to interpret other participants’ contributions and summarize

the discussion flow to better their understanding of the discussion topic, thus, being able to

contribute further and helping others to understand it too. This has shown the ability for

participants’ to construct new knowledge following a discussion in a social network.


______________________________________________________________________________



Therefore, the criteria set to evaluate the quality of information and content discussed in the

WhatsApp Messenger group chat have been met:

g) Discussion is relevant to topic

h) Initiates feedback and comments from other participants.

i) Discussion is relevant to real life examples

j) Discussion supports other contributions

k) Able to provide own interpretation based on participants’ contributions.

l) Provide summary and conclusion on participants’ contributions (creation of new

knowledge).


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4.4 Conclusion

The results indicated that participants in a social network is capable in communicating

collaboratively to construct new knowledge. It is evident through this study where the

collaborative communication was hosted in an innovative technological tool, i.e. WhatsApp

Messenger. It is also evident that as the age group increases, the number of contribution

increases too. Further to that, education background and career background have shown an

influence in the number of constructive contributions made using this platform.


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Chapter 5 – Discussion and Conclusion

5.0 Introduction

In this study, the capability of construction of new knowledge through collaborative

communication taking place in a social network through WhatsApp Messenger has been

analyzed and evaluated. A group of people connected in WhatsApp Messenger for social

networking purposes with 15 participants has been used as the sample size. A topic on ‘Creative

Thinking’ was used to initiate the discussion among the participants leading to application of

critical thinking and problem solving skills. These participants have executed the discussion

thread for this topic well and able to share experiences and ideas, brainstorm, provide examples,

feedback and finally summarize and conclude other participants’ comments. The peer to peer

interaction that took place in this social network and WhatsApp Messenger platform has evolved

from understanding phase to creating phase with reference to the Bloom Taxonomy (Ursani,

Memon & Chowdhry, 2014).

5.1 Summary of Findings

Participants have shown the capability to construct new knowledge in the discussion hosted in an

innovative technological tool; WhatsApp Messenger; although they are from different age group,

educational background, and job field area and job designation. This study was able to show that

these participants grouped for social networking purposes is able to provide constructive

feedback on comments and views on ‘Creative Thinking’, thus creating the potential in creating

new knowledge. WhatsApp Messenger being the technology tool that is capable in instantly

communicating and sending snapped images and texts to other users has been utilized to conduct


______________________________________________________________________________


this study and has proven its capability in hosting constructive discussions among participants in

group chats. Participants have used the available features in WhatsApp Messenger to

communicate pictures and emoticons in addition to texts to convey their discussion points to

other participants. There was a continuous flow of discussion thread on the ‘Creative Thinking’

topic for a solid 15 minutes between 12.16pm to 12.31pm in this social network with participants

providing their thoughts, examples and explanations.

Although there were only 9 out of 15 participants who actively participated in this discussion, the

number of contributions received in this platform is 105 contributions that brings to average of

12 contributions per person and 7 contributions per minute. This shows that participants are able

to participate actively in a discussion on ‘Creative Thinking’ within the short time frame through

an innovative technological tool within a social network. The results of this study show that as

the age group increases, the number of contributions increase along with it. Participants in the

age group of 35-40 were sharing more knowledge and ideas compared to those in the age group

of 20-25. Table 5.1 features the education qualifications, job designation and area of job field of

the participants in that 35-40 age group. These participants are Master and Bachelor degree

holders with Assistant Manager and Specialist as their job designations. Two of the participants

are particularly ‘Specialist’ in the Education job field.

Table 5.1

Participants’ Education Qualification, Field Area of Job and Job Designation with reference to

Age Range.

Participants Age

range

Qualification Field of Job Job

Designation

No of

Contributions


______________________________________________________________________________


Education job field has been focusing on innovative learning with the use of technology to

support teaching and learning. This is in view with different frameworks and methodologies

highlighted by Alexander, Lynch, Rabinovich, & Knutel (2014) for hybrid learning environment;

Wu, Hwang, Milrad, Ke & Huang (2012) for instant feedback mechanism embedded in learning;

Dagger, Wade & Conlan, (2005) and Brazee & Lopp (2012) for activity based learning; Kong &

Song, (2014) and Shih, Chuang & Hwang (2010) on inquiry based learning; Chan (2013) and

McFalls (2013) on problem based learning; Shears (2013) on blended learning environment and

Anderson & McGreal (2012) on learning through massively open online contents (MOOCs).

Therefore, the participants from the Education area of job field would have definitely been

exposed to these methods of learning and teaching. Understanding the benefits of peer to peer

interaction and collaborative communication, the participants from the Education job area are

able to interact and provide constructive information during the discussion in WhatsApp

Messenger.

Participant 1 35-40 Bachelor Degree Education Specialist 28

Participant 3 35-40 Master Degree Engineering Assistant

Manager

28

Participant 6 35-40 Bachelor Degree Telecommunications Manager 1

Participant 10 35-40 Master Degree Education Specialist 16


______________________________________________________________________________


Table 5.2

No of Contributions of Participants with Bachelor and Master Degree

The outcome of this study also shows that the most sharing of knowledge was done of those

participants in the category of Master and Bachelor degree with 55% of the discussion coming

from Master degree holders (Table 5.2). It shows that as age progresses and education

qualifications increases, participants are able to share knowledge, ideas and examples with other

participants of different background in a social network.

In summary, the results of this study has revealed that participants falling in either of the

categories listed below have made more contributions to the discussion that encompasses sharing

of ideas, experiences, examples and feedback:

a) Age group – 30 to 45

Participant Age

range Qualification Field of Job Occupation

No of

contributions

Participant 1 35-40 Bachelor Degree Education Specialist 28


Participant 3 35-40 Master Degree Engineering Assistant Manager 28

Participant 4 30-35 Master Degree Medical Specialist 13

Participant 5 30-35 Bachelor Degree Operations Manager 0

Participant 6 35-40 Bachelor Degree Telecommunications Manager 1

Participant 7 30-35 Diploma Nil Nil 0

Participant 8 20-25 Bachelor Degree Banking Executive 4

Participant 9 30-35 Bachelor Degree Medical Specialist 0


Participant 11 25-30 Bachelor Degree Engineering Executive 10

Participant 12 25-30 Bachelor Degree Operations Assistant Manager 0

Participant 13 30-35 Bachelor Degree Engineering Executive 4

Participant 15 20-25 Bachelor Degree Education Executive 0


______________________________________________________________________________


b) Job designation – Specialist

c) Job field area - Education

d) Education qualification – Master Degree

These participants have shown their potential to become the mediator in this social network to

encourage more participation from other participants to at least share their experiences and

understanding. Participant 1 particularly showed the potential in keeping the continuous flow of

the discussion that lasted for 15 minutes. Mediators play an important role in ensuring full

participation in forum platform for peer to peer interaction ensuring participants are brought up

to the zone of proximal development (Linder, Post, & Calabrese, 2012). The discussion thread

that took place in the WhatsApp Messenger came from those 9 participants who are active with

their thoughts. An increase in the discussion thread can be been seen if Participant 1 had actively

involved other participants too.

Ideas, comments, feedback, experiences and questions were discussed in the WhatsApp

Messenger platform pertaining to the ‘Creative Thinking’ topic. Discussion started with creative

thinking that led to critical thinking and finally innovation. Detailed examples were shared by

Participants 3, 10 and 11 that shed light on the other participants making them ask questions and

feedback accordingly to increase their understanding on this topic and finally summarize other

participants’ contributions, provide own interpretation and conclude the discussion points based

on their understanding (Figure 5.1, Figure 5.2, Figure 5.3 and Figure 5.4).


______________________________________________________________________________





______________________________________________________________________________


The comments and feedback from the participants are evidence of ability to construct new

knowledge in a social network using the WhatsApp Messenger tool. In addition to this, the

majority of survey results obtained from the feedback of 9 respondents indicated participants are

familiar with WhatsApp Messenger and like using this tool for social interaction and academic

discussion purposes. Furthermore, the respondents indicated the discussion that took place

through WhatsApp Messenger was beneficial and is an innovative learning tool that encouraged

and motivated respondents to effectively contribute to the discussions. Respondents learnt

something new from this discussion by constructing new knowledge from the comments,

feedback and examples provided by other participants. With this, participants connected through

social network created using WhatsApp Messenger is able to construct knowledge through

collaborative communication.

5.2 Discussion

It is evident that WhatsApp Messenger has shown its capability to host constructive discussions

that led to creation of new knowledge among participants in the group chats created through

social network. However, the contribution on the discussion thread came from the participants

with high educational background and higher job experiences. This is in view with the higher

contributions in the discussion thread as the age group increases. People in the workforce have

had the experiences in sharing ideas and thoughts for brainstorming purposes to tackle an issue at

the workplace. Technology has taken its role in making such sharing of ideas and experiences

simpler by creating learning communities and communities of practice. As stated by Urquhart,

Cornelissen, Lal, Colquhoun, Klein, Richmond, & Witteman (2013), collaborative


______________________________________________________________________________


communication do take place with those of common professional background learning

communities and communities of practice. Combining learning network and communities of

practice in this study has revealed the potential in new knowledge construction. WhatsApp

Messenger has also shown its capability to host learning communities through group chats that

are socially connected and encourage collaborative communication among participants.

Although learning communities and communities of practice have been defined as a platform

that increases critical thinking and problem solving skills through collaborative communication

with people of common professional background, it still differentiates itself from learning

network where it is a place for sharing information. Using these two concepts, this study has

shown the potential of a social network to become a learning network and community of

practice. Construction of new knowledge that took place among this social network has proven

that a network of participants with different background can communicate collaboratively using

the current innovative technological tool. This is in view with the social constructivist theory.

5.3 Implications / Suggestions / Recommendations

This study has brought the attention that participants of the younger age group are showing less

participation in the discussion compared to those of the older age group. The younger age group

are the group of people whom have just graduated from university and beginning their next step

in the work force. It comes back to the question on the capability of the education system in

equipping the younger generation to cope with the working environment. As highlighted by

Brazee & Lopp (2012), the conventional and traditional teaching methods in the higher learning

institutions do not have the potential in preparing students for the real working experiences in


______________________________________________________________________________


organizations. Therefore, it will be great to conduct another study with an increase in the sample

size of younger age group (age 20-25) from different educational background and various higher

learning institutes to evaluate their capability and potential in communicating collaboratively for

the purpose of new knowledge construction although studies have shown that collaborative

communication take place among students and teachers using WhatsApp Messenger (Amry,

2014).

As WhatsApp Messenger was used as the technological tool to encourage collaborative

communication among the participants in this social network, the capability of this tool should

be further tested with students and lecturers in higher learning institutions as proposed by

Bouhnik & Deshen (2014). The capability of WhatsApp Messenger in hosting peer to peer

interaction among students and lecturers for sharing of ideas and experiences and problem

solving purposes should be looked at. Although it is evident that 105 discussion thread can take

place within 15 minutes, it will definitely be exciting to see the number of discussion threads

students can contribute over a common topic that is related to their study field.

The unannounced discussion took place on a working day between 12.16pm to 12.31pm that

could have posed a restriction in obtaining full participation from all the 15 participants. The

remaining 6 participants could have been busy with meetings, workloads, lunch and etc.

Therefore, such timing for discussions to take place should be considered ensuring all

participants are free and available to take part in these discussions. Additionally, the topic of the

discussion should be announced in advance to the participants for them to prepare and giving

them more than 15 minutes to throw their thoughts in since all of the survey respondents


______________________________________________________________________________


highlighted they are willing to take part of such collaborative discussion using WhatsApp

Messenger.

5.4 Conclusions

It is evident that construction of new knowledge can take place within a social network that are

connected through group chats in WhatsApp Messenger. Although a trend is seen between the

age group, educational background, area of job field and job designation with the number of

discussion thread contributed, it is clear there are certain categories that has shown active

participation. Some factors and recommendations have been provided for future research in view

with peer to peer interaction, collaborative communication and innovative technology tool.


______________________________________________________________________________


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Appendix A


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Note: The green bubble chat belongs to Participant 1.

Screen 1 Screen 2

Screen 3 Screen 4


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Screen 5 Screen 6

Screen 7 Screen 8


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Screen 9 Screen 10

Screen 11 Screen 12


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Screen 13 Screen 14

Screen 15 Screen 16


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Screen 17 Screen 18

Screen 19 Screen 20


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Screen 21 Screen 22

Screen 23 Screen 24


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Screen 25 Screen 26

Screen 27 Screen 28


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Screen 29 Screen 30


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APPENDIX B


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Research Survey Results - WhatsApp Messenger in Encouraging and Motivating Collaborative

Communication Among Participants in Group Chat.

No Description P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15

A Familiarity Y Y Y Y Y Y Y Y Y

1 Are you familiar with

WhatsApp features? Y Y Y Y Y Y Y Y Y

2

Do you like to use

WhatsApp social

interaction purposes?

Y Y Y Y Y Y Y Y Y

3

Do you like to use

WhatsApp for academic

discussion or work

related issues?

Y Y Y Y N N Y N Y

B Educational

1

Did you find the

discussion 'Creative

Thinking' beneficial?

Y Y Y Y Y Y Y Y Y

2

Did you learn anything

new from this

discussion?

Y Y Y Y Y Y Y Y Y

3

Did you find other

participants' comments,

feedback and examples

beneficial to you?

Y Y Y Y Y Y Y Y Y

4

Will you be able to

apply the new

information acquired

from this discussion in

your workplace?

Y Y Y Y Y Y Y Y Y

5

Were you able to

summarize the

comments of other

participants to fit your

understanding of

'Creative Thinking'?

Y Y Y Y Y Y Y Y Y

6

Do you think WhatsApp

is a good tool to conduct

this discussion?

Y Y Y Y N N Y N Y

7

Did you find WhatsApp

features encourage and

motivate you to

effectively conduct the

discussion on Creative

Thinking?

Y Y Y Y N N Y N Y

8

Did you find the instant

messaging mechanism

in WhatsApp encourage

you to continuously

Y Y Y Y N N Y N Y


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engage in the Creative

Thinking discussion?

9

Will you participate if

such discussion takes

place again?

Y Y Y Y Y Y Y Y Y

Note: Survey taken by participants who contributed to the ‘Creative Thinking’ discussion that

took place on WhatsApp Messenger.

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