WhatsApp

From Chats to Skills: Leveraging WhatsApp to Develop 21st-Century Competencies among Students at Sokoine University of Agriculture, Tanzania

Leave a Comment / Vol 6, Issue 5 /

Authors: Onesmo S. Nyinondi (Sokoine University of Agriculture, Tanzania) and Job W. Mwakapina (Sokoine University of Agriculture, Tanzania) Abstract: This study examined the role of WhatsApp in enhancing 21st-century skills among undergraduate students in Tanzanian higher education. Anchored in digital pedagogy and competency-based learning, the study adopted a descriptive research design, involving 250 undergraduate students […]

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Perspectives of Students, Teachers and Parents on the WhatsApp Platform Remedy for Covid-19 Learning Restrictions in Tanzania

Leave a Comment / Vol 4, Issue 3 /

Author: Onesmo S. Nyinondi, PhD (Sokoine University of Agriculture) and Job W. Mwakapina, PhD(Sokoine University of Agriculture) Abstract: The study explored the WhatsApp platform’s effectiveness as an alternative to traditional classroom learning during the COVID-19 pandemic in Tanzania by examining parents, students, and teachers’ perspectives regarding its use in education. The study employed the descriptive

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The Role of Smartphone towards English Speaking and Listening Skills Enhancement: A Case of the University of Rwanda

Leave a Comment / Vol 4, Issue 2 /

Authors: Agnes Uwizeyimana and Cyprien Niyomugabo (University of Rwanda) Abstract: This study sought to explore the role of smartphone applications to enhance English speaking and listening skills at the University of Rwanda. The study is a case study that used voluntary response sampling techniques with 20 students and 6 lecturers. Findings revealed that students used

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Sociopragmatic Differences and Behaviors in the Use of WhatsApp in Virtual Classrooms at a Public College of Education in Ghana

Leave a Comment / Vol 2, Issue 4 /

Authors: Solomon Dadzie (Komenda College of Education, Komenda, Ghana), Salomey Horsu (St. Peter’s Senior High School, Nkwatia-Kwahu, Ghana) and Emmanuel Kyei (Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana) Abstract: This study sought to establish how tutors at Komenda College of Education engaged students in virtual classroom during the COVID-19 pandemic. The study

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