Investigating the use of mobile communication technology in professional development: a connectivist approach
In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication techno...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
South African Institute of Computer Scientists and Information Technologists
2022-12-01
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| Series: | South African Computer Journal |
| Online Access: | https://sacj.cs.uct.ac.za/index.php/sacj/article/view/1097 |
| _version_ | 1811190139743895552 |
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| author | Patrick Mutanga Abueng Molotsi |
| author_facet | Patrick Mutanga Abueng Molotsi |
| author_sort | Patrick Mutanga |
| collection | DOAJ |
| description | In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice. |
| first_indexed | 2024-04-11T14:45:24Z |
| format | Article |
| id | doaj.art-c0e3e8840f7441d891eee73a6829f388 |
| institution | Directory Open Access Journal |
| issn | 1015-7999 2313-7835 |
| language | English |
| last_indexed | 2024-04-11T14:45:24Z |
| publishDate | 2022-12-01 |
| publisher | South African Institute of Computer Scientists and Information Technologists |
| record_format | Article |
| series | South African Computer Journal |
| spelling | doaj.art-c0e3e8840f7441d891eee73a6829f3882022-12-22T04:17:40ZengSouth African Institute of Computer Scientists and Information TechnologistsSouth African Computer Journal1015-79992313-78352022-12-0134210.18489/sacj.v34i2.10971256Investigating the use of mobile communication technology in professional development: a connectivist approachPatrick Mutanga0Abueng Molotsi1Harare Institute of TechnologyUNISAIn most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice.https://sacj.cs.uct.ac.za/index.php/sacj/article/view/1097 |
| spellingShingle | Patrick Mutanga Abueng Molotsi Investigating the use of mobile communication technology in professional development: a connectivist approach South African Computer Journal |
| title | Investigating the use of mobile communication technology in professional development: a connectivist approach |
| title_full | Investigating the use of mobile communication technology in professional development: a connectivist approach |
| title_fullStr | Investigating the use of mobile communication technology in professional development: a connectivist approach |
| title_full_unstemmed | Investigating the use of mobile communication technology in professional development: a connectivist approach |
| title_short | Investigating the use of mobile communication technology in professional development: a connectivist approach |
| title_sort | investigating the use of mobile communication technology in professional development a connectivist approach |
| url | https://sacj.cs.uct.ac.za/index.php/sacj/article/view/1097 |
| work_keys_str_mv | AT patrickmutanga investigatingtheuseofmobilecommunicationtechnologyinprofessionaldevelopmentaconnectivistapproach AT abuengmolotsi investigatingtheuseofmobilecommunicationtechnologyinprofessionaldevelopmentaconnectivistapproach |