Communication Channel between Teachers and Students in Chemistry Education: WhatsApp
Author: Zan, Nuray
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,High School Students,Teacher Student Relationship,Interpersonal Communication,Computer Mediated Communication,Social Media,Science Education,Chemistry,Science Teachers,Science Instruction,Learning Motivation,Information Dissemination,Course Content,Recognition (Achievement),Sense of Community,Problem Solving,Computer Assisted Testing,Feedback (Response),Instructional Materials,Educational Benefits,Barriers,Educational Technology

WhatsApp is a smartphone application used for instant messaging. It has been popular in the community in recent years, but it also has been used in education. In the field of education, there are studies related to field-specific subjects in English and chemistry education related to the use of WhatsApp during school hours and outside of school time. However, there could not be reached any study investigating how a specific field teacher and students use this application in voluntary groups without being bound to a particular program. For this purpose, semi-structured interviews were conducted with chemistry teachers by using WhatsApp application to communicate with students. A study was conducted with eight volunteer chemistry teachers working in State Anatolian High Schools in Çankiri and Ankara provinces. In this study conducted with the teachers at high school level, it was found out that WhatsApp application is used for five main purposes: First, these are increasing the students' motivation for the course, strengthening the communication, encouraging information sharing among students, using as an opportunity to learn, and planning the study process. The messages that accelerate the tempo of study to increase the motivation of the students about the course, sending clues about the content of the course, expressions that make them feel the success, messages indicating that their identity and personalities are valuable, the photographs of the moments experienced together were evaluated within the first scope. Second were the messages, to strengthen communication, celebrating special days and achievements, and increasing the sense of belonging. Third, information sharing content was composed of audio record, problem, solution of the problem, visuals, and documents related to a subject. Fourth, instant answers given about an unclear topic, related questions and answers were discussed in the opportunity to learn category. Finally, reminding the deadline for projects and assignments, time for exam preparation. Giving feedback were evaluated within the process planning. In addition, the learning outcomes offered by WhatsApp which is easy to use and a low-cost communication channel can be added as an advantage. Besides, providing easy access to learning materials outside the classroom, recording a speech easily, and transmitting the recording to everyone concurrently were stated as positive opinions. On the other hand, teachers indicated that there are disadvantages of the application. Teachers stated that it would be difficult to use the application in a group of students with no smartphone or Internet connection and it would not be fair in terms of communication. The teachers also stated that their motivation decreases when the students are unconcerned about questions asked by the teachers. In addition, the lack of appropriate language in communication among students in the group, in which the teacher is involved, creates educational difficulty in practice. Because of such student attitudes, the teachers are moving away from the practice by stopping the messages.