Open AccessBoundary Crossing for Education Continuity: Exploring WhatsApp’s Potential in Botswana During and Beyond the Pandemic
Author(s) -
Dawn Lyken-Segosebe,
Gladys Gamariel,
Kelebonye Bagai
Publication year - 2022
Publication title -
international journal of interactive mobile technologies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.316
H-Index - 16
ISSN - 1865-7923
DOI - 10.3991/ijim.v16i02.27283
Subject(s) - conceptualization , mobile phone , phone , the internet , pandemic , narrative , boundary object , distance education , political science , pedagogy , sociology , covid-19 , computer science , medicine , telecommunications , social science , negotiation , world wide web , linguistics , artificial intelligence , disease , pathology , infectious disease (medical specialty) , philosophy
Based on a conceptualization of WhatsApp as a boundary object that permits educational institutions to cross over from in-school teaching to out-of-school teaching, this study investigated the viability of WhatsApp as a mobile learning (m-Learning) technology tool for the continuity of teaching and learning in Botswana during and beyond the COVID-19 pandemic. Utilizing a narrative review of the literature, we found that WhatsApp’s viability is supported by Botswana’s high mobile phone penetration rate, the extensive coverage of the country’s mobile broadband network, reduced domestic internet prices and research findings of WhatsApp’s technological, educational and academic advantages elsewhere. However, teachers require training to develop relevant technological and pedagogical competences. WhatsApp’s viability also requires inclusive access for all children including those from rural poor families and living with disabilities, and the protection of children learning online from mobile phone dependency and exposure to potentially harmful content and abuse.