Telegram as a teaching tool in distance education

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作者

Kershnee Sevnarayan¹

1. University of South Africa

会议/活动

Writing Research Across Borders, February 2023 (Trondheim, Norway)

海报摘要

The researcher has noted that there is lack of research focusing on use of the Telegram messenger as a means of encouraging student motivation and interaction in academic writing. This qualitative study is contextualised in a South African open distance and e-learning university and made use of interviews and observations to understand three objectives (1) lecturers’ perceptions of using Telegram to enhance student motivation and interaction, (2) if Telegram motivates students to learn academic writing, and (3) how Telegram encourages student interaction in the module under study. The study found that lecturers perceived Telegram as being a useful pedagogical tool to enhance student motivation and interaction. The findings further revealed that Telegram motivated students to interact on the group and with the module. It is recommended that stakeholders reconsider their pedagogies and encourage the use of Telegram to aid students’ learning in Academic Writing modules.

关键词

Academic writing, ODeL, Student interaction, Student motivation, Telegram, Social media

研究领域

Education, Arts, Psychology and Behavioral Sciences, Journalism, Media and Communication, Computer and Information Science

参考文献

1. Aghajani, M., & Adloo, M. (2018). The Effect of Online Cooperative Learning on Students’ Writing Skills and Attitudes through Telegram Application. International Journal of Instruction, 11(3), 433–448. https://doi.org/10.12973/iji.2018.11330a
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4. Machaba, F., & Bedada, T. (2022). University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia. South African Journal of Higher Education, 36. https://doi.org/10.20853/36-1-4560
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6. Sevnarayan, K. (2022). Reimaging eLearning technologies to support students: On reducing transactional distance at an open and distance eLearning institution. E-Learning and Digital Media, 19(4), 421–439. https://doi.org/10.1177/20427530221096535
7. Sevnarayan, K., & Mohale, N. E. (2022). Overcoming Transactional Distance through Implementing Podcasts and Vodcasts: Perceptions from an Open Distance and e-Learning University. International Journal of Pedagogy and Teacher Education, 6(2), 116. https://doi.org/10.20961/ijpte.v6i2.66813
8. Singh, K. S., Noor, A. M., Ong, T. E., Gopal, R., Muhammad, M. M., Shukor, S. S., Mostafa, A., Singh, T. S. M., & Maniam, M. (2022). Using Synchronous vs. Asynchronous Methods during the COVID-19 Pandemic in Malaysia: Preservice and In-Service Teachers’ Perspectives. In E-Learning and Digital Education in the Twenty-First Century. IntechOpen. https://doi.org/10.5772/intechopen.100219
9. Swartz, B. C., Valentine, L. Z., & Jaftha, D. V. (2022). Participatory parity through teaching with Telegram. Perspectives in Education, 40(1). https://doi.org/10.18820/2519593X/pie.v40.i1.6
10. Wong, W. L., Muhammad, M. M., Chuah, K. P., Saimi, N., Ma’arop, A. H., & Elias, R. (2022). Did you Run the Telegram? Use of Mobile Spelling Checker on Academic Writing. Multilingual Academic Journal of Education and Social Sciences, 10(1). https://doi.org/10.46886/MAJESS/v10-i1/7379

基金

暂无数据

补充材料

暂无数据

附加信息

利益冲突

No competing interests were disclosed.

数据可用性声明

The datasets generated during and / or analyzed during the current study are available from the corresponding author on reasonable request.

知识共享许可协议

Copyright © 2023 Sevnarayan. This is an open access work distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.