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Publisher: Redfame Publishing   (Total: 7 journals)   [Sort by number of followers]

Showing 1 - 7 of 7 Journals sorted alphabetically
Applied Economics and Finance     Open Access   (Followers: 10)
Applied Finance and Accounting     Open Access   (Followers: 5)
Business and Management Studies     Open Access   (Followers: 11)
Intl. J. of Social Science Studies     Open Access   (Followers: 16)
J. of Education and Training Studies     Open Access   (Followers: 2)
Studies in Engineering and Technology     Open Access  
Studies in Media and Communication     Open Access   (Followers: 12)
Journal Cover Journal of Education and Training Studies
  [2 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2324-805X - ISSN (Online) 2324-8068
   Published by Redfame Publishing Homepage  [7 journals]
  • WhatsApp Messenger as a Learning Tool: An Investigation of Pre-service
           Teachers’ Learning without Instructor Presence

    • Authors: Ali A. Alenazi
      Pages: 1 - 8
      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.
      PubDate: 2017-11-14
      DOI: 10.11114/jets.v6i1.2684
      Issue No: Vol. 6, No. 1 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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