GroupMe: Investigating Use of Mobile Instant Messaging in Higher Education Courses
In this study, the use of the mobile instant messaging (MIM) tool GroupMe was explored in the higher education context. The tool was used to facilitate online course discussions, small group work, and other course communications in face-to-face and online sections of two graduate educational technology courses. Over 900 postings were generated from 29 participants, then coded and analyzed by the researchers. Qualitative data was also obtained through an e-mail follow-up questionnaire. Findings indicate that the MIM platform afforded students opportunities to engage in productive course-relevant conversations and provided additional ways for learners to exhibit online social presence through tool features. Recommendations for the use of MIM to support teaching and learning and suggestions for further scholarly inquiry are discussed.
KeywordsMobile instant messaging Online discussion Higher education Instructional technology
Compliance with Ethical Standards
This study was approved by the researchers’ Institutional Review Board, and all procedures involving human participants were in accordance with these ethical standards.
Conflict of Interest
The authors declare that they have no conflict of interest.
Informed consent was waived per the IRB approval as this was retrospective.
- Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49, 3–6.Google Scholar
- Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39, 3–7.Google Scholar
- Dalelio, C. (2013). Student participation in online discussion boards in a higher education setting. International Journal on E-Learning, 12(3), 249–271.Google Scholar
- Devers, C. J., Conrad, J., Devers, E. E., Cook, M. E., & Alayan, A. J. (2016). Video and written discussion. Proceedings of the EdMedia International Conference, 2016, 1039–1042.Google Scholar
- Harris-John, M. (2006). Creating meaningful online discussions. International Journal of Educational Leadership Preparation, 1(2).Google Scholar
- Lauricella, S., & Kay, R. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research in Learning Technology, 21.Google Scholar
- Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York: Routledge.Google Scholar
- Wang, L.-C. C., & Morgan, W. R. (2008). Student perceptions of using instant messaging software to facilitate synchronous online class interaction in a graduate teacher education course. Journal of Computing in Teacher Education, 25(1), 15–21.Google Scholar
- Winiecki, D. J. (2003). Instructional discussion in online education: Practical and research-oriented perspectives. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 193–215). Mahwah: Lawrence Erlbaum Associates.Google Scholar