WhatsApp Messenger as a Learning Tool: An Investigation of Pre-service Teachers’ Learning without Instructor Presence

Abstract

This study investigated the extent to which pre-service teachers can utilize WhatsApp Messenger to create an effective learning platform without instructor interference. Twenty-six male pre-service teachers created a WhatsApp group and interacted through it independently for nine weeks. Each pre-service teacher was required to share a minimum of two posts on a weekly basis, for eighteen posts in total. The pre-service teachers were given clear rules for participation that included a wide range of topics and the definition of an accepted post. The frequency of posts was recorded to determine the magnitude of participation. Focus group interviews were conducted to investigate reasons behind each pre-service teacher’s magnitude of participation. The results of the study revealed that the participation rate of the entire group was unsatisfactory (57%), with only six pre-service teachers meeting the minimum required number of posts. Interestingly, these six pre-service teachers created a small but unique norm of learning environment by regulating their own and other peers’ performance as well. The reasons for the magnitude of participation, additional results, and implications of the study findings for educational settings are discussed.